The Goodman Initiative - David Ben-Gurion

Guess Who Is Coming to Camp?

Natalie Blitt — Fri, 27 Apr 2012 15:48:37 +0000

"Guess Who is Coming to Camp" allows campers to learn about specific Israeli figures by having them "visit" camp one day each week. Counselors can choose between political and historical leaders, artists, sports stars, and other important figures.

Curriculum Themes:

Materials Required:

Program Duration:

15 Minutes

Number of Campers:

Large Group (75+ campers)

Age of Campers:

Core Learnings:

Many people throughout Israel's history contributed to making it a home for the Jewish people today

Each of these Israeli figures played a very different role in Israel's history that continues to impact the country today

Explanation:

Guess Who is Coming to Camp is not a stand alone program, rather it is a way to turn one day a week into Israeli personality day at camp. Israeli visitors can include:

Historical figures:

Theodor Herzl
Ze'ev Jabotinsky
Josef Trumpledor

Political/Military figures:

David Ben Gurion
Moshe Dayan
Golda Meir
Yoni Netanyahu
Yitzhak Rabin
Gilad Shalit

Artists:

Naomi Shemer

Sports Stars:

Omri Casspi
Tal Brody

You should choose one day a week that will always be the visiting Israeli Day. On that day, include the following elements into the day:

A one page sheet that includes a picture of the person and fun facts can be posted around camp, in the bunks, etc.
Several counselors around camp will play the role of the famous Israeli.
Counselors should get really into the character and wear costumes (i.e. an eye-patch for Moshe Dayan or a large beard for Herzl).
Counselors will have a few stories they can tell and a bunch of quiz questions. Campers can approach these counselors during the day to ask them about their life or ask them for quiz questions. If the campers successfully answer the quiz questions, they get special "shekel" tokens.
At the end of the day, the camper who has the most shekel tokens wins a prize!

Background Cards:

Supporting Materials:

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:

Curricular Subjects:

Decision Time: The Homeland Carnival

Natalie Blitt — Thu, 26 Apr 2012 15:59:16 +0000

This activity is the re-enactment of the quest for votes that effectively created the State of Israel. Campers will have to do Israel-related activities and challenges in order to collect the necessary "votes" such that the United Nations votes in favor of the Partition Plan.

Curriculum Themes:

Materials Required:

Program Duration:

90 minutes

Physical Space:

Outdoor Space

Number of Campers:

A Division/Age Group (30 – 50 campers)

Age of Campers:

Core Learnings:

The state of Israel was created after World War II ended when thousands of Jewish refugees lived in Europe

Jewish representatives had to secure votes from the UN to get the resolution for the establishment of the Jewish state passed

The Partition Plan, as proposed at the UN, divided the land into two states, one for the Jews and one for the Arabs

The real celebration of the founding of the state took place on Nov. 29, 1947 -- the moment when the international community accepted the idea of a Jewish state in Palestine

Explanation:

Divide the group into teams of about 5 campers. Each group receives a unique bingo card with 9 squares. Each square should have a picture or symbol that refers to the modern state of Israel. The nine symbols will match the symbols that identify the different stations.
Explain to the campers that they will probably not be able to fill all of the squares on their own card, but it's important that several of them are filled (don't tell them how many) on a certain number of different teams' cards (don't tell them how many). Therefore, it's important that teams help other teams find the different stations (which can be "hidden" or off the beaten track) and help them with the activities.
Counselors should run each of the 9 different stations and get into character according to the station theme and task. At each station, they should have a large picture that is on the bingo card. When a group arrives at the station, they need to perform a task in order to get their sticker on their card. Remember, the more "carnival-like" each station is, the more fun the campers will have!

Stations:

Quiz show: Counselor will say: If you want your own state, you should know something about it.
- Group must answer 5 questions about Israel correctly. Can't get stamp until they answer at least 5.
Army: Counselor will say: If you are going to have a state, you will have to defend yourself.
- Group must do 15 sit ups or push ups.
Culture: Counselor will say: If you are going to have a state, what will make it artistic?
- Group must sing a song in Hebrew.
Hebrew: Counselor will say: You have a language you want to use for this country. Do you know it?
- Group must recite the Alef Bet or name 3 words they know in Modern Hebrew (not prayers)
State: Counselor will say: Countries need symbols. What will yours be?
- Group will need to draw a flag.
National Anthem: Counselor will say: What will be the song that symbolizes your country?
- Campers must at least be able to name Hatikva and either sing it or at least hum it.
Land: Counselor will say: What will this country eventually look like?
- Campers must lay out their bodies in the shape of the map of Israel.
Dance: Counselor will say: I've seen Israeli dancing, can you do it?
- Campers must get into a hora and dance around.
Passion: Counselor will say: Why does this matter to you?
- Campers will have to explain why it's personally important to them for the state of Israel to exist.

Allow enough time for groups to go from station to station but not fill out their card entirely. Groups should be encouraged to help one another through the activities -- by telling them where the stations are if they are hidden, or passing on information. When time is up, there should be a question in everyone's mind of whether enough squares were filled out.
Once everyone gathers back together, groups should pass their cards to a staff table where the cards are tabulated. This should be going on where campers can see it -- have the staff make a production out of examining the cards and counting them up on a score sheet.
As this this happening, the educators should talk to the campers about the activity. Tell them that in some ways, this activity was like what the representatives of Jewish Palestine and the Jews who helped them had to do in order to get the votes necessary to get the UN resolution passed.
Screen the Toldot video: http://www.youtube.com/watch?v=QrIjzUK0FKg

Background Cards:

Supporting Materials:

Israel Quiz Questions.pdf

Curricular Subjects:

NU Campaign: Heroes

Natalie Blitt — Wed, 14 Mar 2012 17:13:43 +0000

Using the NU Campaign t-shirts, campers will learn the stories of some of Israel's greatest heroes, including David Ben-Gurion, Hannah Senesh, and Golda Meir. They will have an opportunity to reflect on the importance of these well-known stories and on how these stories intersect with their own personal stories. And finally, take out the markers and bubble paint because it's time for them to create their own t-shirts!

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

David Ben-Gurion (1886-1973), Israel's first Prime Minister and "Founder of Israel," declared the establishment of the State of Israel on May 14, 1948, at the Tel Aviv Museum.

Hannah Senesh (1921-1944), originally from Budapest, made Aliyah at age 17 and then trained as a paratrooper with the British to rescue Jews from the Holocaust. She was captured and killed during her mission at the age of 23.

Golda Meir (1898-1978) is Israel's first (and so far only) female Prime Minister. She was one of only two women to sign Israel's Declaration of Independence.

Explanation:

Stage 1: Setting the Stage

Your campers' own lives and routines will make an effective "hook" to draw them into this activity. Introduce it with a series of questions that help them focus on their own reality and surroundings:
- What are the articles of clothing that you feel best represent you?
- Are there t-shirts with slogans or pictures that you feel especially good wearing?
- Have you seen t-shirts with slogans or pictures that you would feel uncomfortable wearing?
- How do you feel when you wear a t-shirt advertising a product (like Nike, Coke, etc.) or store (Abercrombie, Gap, etc.)?
  - Have you ever chosen not to wear a t-shirt that advertises a product or store? Why did you come to that decision?
  - Why do you think people choose to wear t-shirts that advertise products or stores?
Engage the group to discuss the personal statement that clothes make about the people who wear them. This will prepare them for the awesome opportunity to wear their ideas for all the world to see. You may want to lead them into a discussion of wearing sports shirts, camp shirts, etc.

Stage 2: The NU Campaign

Explain the NU Campaign:

Taken from the Israeli (Yiddish) slang word, “NU” which means, “C’mon” and begs a response, NU Campaign supports important Israeli and global causes & stories through the sale of unique designer t-shirts.

We strongly believe that SMALL actions can have BIG outcomes and therefore by wearing a NU shirt and spreading its message, 'With Passion,' you can change the world!

Beyond selling t-shirts, the NU Campaign team educates and raises awareness about featured causes and stories through presentations and seminars, social media campaigns and supporting student led initiatives on college campuses, schools and communities worldwide.

Staff should be modeling a few of the t-shirts that feature important figures in Israel's history (Ben-Gurion, Golda Meir, Hannah Senesh).
If you are working in a bunk, you can stay in one big group, otherwise split into smaller groups where each group has one or two t-shirts. Ask the group to share anything they know about the people on the shirt. Pass a few shirts around the room and let everyone explore them a bit.
- What do you learn by the graphic that was designed by the NU Campaign?
- Why would someone wear a shirt with these images on them? Can you think of t-shirts you see people wearing that are like this but not part of this series (i.e. Obama's Hope picture, Hugo Chavez, etc.)?
- What kind of political leader/national hero would you feel comfortable walking around with on a t-shirt?
Choose the t-shirt that resonates the most with the group and flip it over to read the story inside. Ask your campers:
What did you learn from the story?
Was the story a history lesson or a good story? Why is one preferable to the other?
Why do you think the story is on the inside of the shirt instead of on the front or the back?*

*According to the Nu Campaign: "On the inside of every NU shirt, a unique message is printed directly opposite your HEART. This way, every time YOU wear your shirt, you feel inspired to carry it close to you and represent it out to the world!"

Stage 3: Make Your Own Hero!

It's now time to create your own shirt! If you have limited time, this can be a discussion rather than an arts and crafts project.
Here are some possibilities for what can be created depending on your group and their interests. In each case, the group will create a picture on paper or on a white t-shirt, as well as write the story that would appear on the inside:
- A shirt that tells an important story about camp, or your unit, or your counselor, or someone else who is a key part of the camp community.
- A shirt about a famous Israeli leader or hero.
- A shirt about a famous American leader or hero.
- When the group comes back together, everyone should share their t-shirt designs or prototypes.

Stage 4: The Wrap-Up

Conclude the activity by asking:
- What did you learn about Israel and Israeli heroes that you didn't know before?
- What similarities do you see between Israel (as seen in the shirts) and our camp?
- What do you want to do with the ideas you came up with today?
Ideally, responses will touch on increased awareness of some of the people whose choices in life changed the world and impacted the way we live today; an appreciation for the work and sacrifices made by people on behalf of the collective.

Variations:

Variations in format

An alternative hook would be to ask campers to wear an article of clothing that represents something about themselves they'd like others to know about, or something they care about.
This acvitity can conclude with a competition or contest, in which the winners get to keep the shirts.
This can continue with an arts and crafts project in which campers make their own shirts with messages.
Tie-dying is always fun. Have campers decorate their new t-shirts with the splashes of tie-dye colors.
This can be an all camp competition to create a new camp t-shirt. What hero represents the camp? What story would be the one that is printed on the inside of the shirt?
This activity can be incorporated into Staff Week. The GE and others can use it to introduce the way Israel is being integrated into camp, and after pursuing one of the options described above, staff can work in small groups (by cabin, unit, or specialty area) to design their own shirt with a storytelling, eye-grabbing image on the outside and a narrative story on the inside.
Presenting the shirts can be paired with other actvities during which campers learn about Israeli leaders.

Variations in content

For a version of this program using Israeli chairities, see NU Campaign: Israel Impacts the World.
You could also do this program for famous Israeli places. Campers can choose a photograph of a place to put on the front of the t-shirt.
You could also do this program for famous Israeli inventions. See www.Israel21c.org for ideas on products the campers can campaign for.

Background Cards:

Supporting Images:

Supporting Materials:

DBG.pdf

Meir.pdf

Curricular Subjects:

The Piven Workshop: What Makes a Great Leader?

Carl Schrag — Mon, 12 Mar 2012 22:30:20 +0000

Using the art and methods of Israeli popular artist Hanoch Piven, these activities encourage campers to explore Israel's history, their own surroundings and identity, and individuals' connections to Israel. This activity consists of several modules which can be used on a mix-and-match basis. Elements can be used as quick conversation-starters or in-between activities; alternately, several components can fill an hour, half a day, or a week of activity blocks.

Curriculum Themes:

Materials Required:

Arts & Crafts Material

Program Duration:

Physical Space:

Arts Center

Number of Campers:

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

Age of Campers:

Core Learnings:

Hanoch Piven is a real Israeli artist who is at the height of his career. His work runs the gamut from historically significant portraits to packages of hummus, basketball stars, and pop stars

David Ben-Gurion, the first Prime Minister of Israel and proclaimer of Israel's Declaration of Independence, retired in his home in the desert (at Sde Boker) and advocated to see the desert "bloom"

Yitzhak Rabin was Israel's 5th Prime Minister and served again from 1992-1995 when he was assassinated for his role in creating the Oslo Accords, an attempt for peace between Israelis and Palestinians

Explanation:

Stage 1: Introduce Hanoch Piven (the Artist)

Introduce campers to the work of Hanoch Piven by showing them a selection of his portraits. Moses, Ben-Gurion, and Rabin are great to use.
Background:
- Originally from South America and made Aliyah with his family as a child.
- When, as a young man, he went to New York to study and pursue his career as an artist, he developed a new and creative style of portraiture - using a vast array of objects to put together images that looked like a person but also told a story on their own.

Stage 2: Understanding Piven's Technique

The best way to teach them Piven's technique and simultaneously expose them to some cool stories about Israel is by using three portraits: Moses, Ben-Gurion, and Rabin.

1. Moses

This picture allows campers to interact with the technique using a story that they are probably familiar with (Moses and the Exodus)
Hold up the Moses portrait and ask the campers to identify materials or objects (including matzah). Then ask: what might these materials symbolize?
- They will likely find matza, gefilte fish, sand/ desert, handcuffs, chicken leg/shank bone, matzah balls, etc.
- Help them notice that each object is one that is central to Moses' story.

2. David Ben-Gurion

This picture will be a bit harder for campers because they will likely not recognize Ben-Gurion, but that's OK!
In this case, tell campers that this is a portrait of David Ben-Gurion, Israel's first prime minister. Ask them if they know anything about him and allow them to list out anything they do. If they don't, that's OK!
Ask them to name anything they can recognize in the picture. As they name things, ask them first if they know why it's in the portrait, and if they don't, you can fill in the information about Ben-Gurion (listed below). Each time you give an explanation, you can also ask what they think -- they may have ideas of their own:
- Face made of sand, twigs as hair/eye brows -- Ben-Gurion was a big believer in the Negev desert, and the importance of making the desert bloom to the survival of Israel. After he stopped being the Prime Minister, he retired to Sde Boker in the Negev. The major Israeli university in the South is Ben-Gurion University of the Negev in Be'er Sheva.
- Newspaper -- He is holding a copy of Ha'aretz (literally "the land" and also the name of a major Israeli paper) announcing the creation of the state. This portrait is showing a moment in his career, the moment after he declares the Jewish state on May 14, 1948.
- Photograph of people dancing -- this is an actual photograph of the people who danced and celebrated after the announcement of the Jewish state.
- Nose made of boxing glove -- he was always considered a fighter
- Bathroom -- this is a question you can throw back at them. We often think that the reason Piven put him in the bathroom is because this shows that Ben-Gurion was always so busy that the only time he could take to read the paper was in the bathroom!

3. Yitzhak Rabin

This is an example of a picture that relies on a single story, a single moment. While your campers can try to guess who is in the picture and what it represents, chances are they won't know, so they'll need you to tell the story.
Start by telling them a few important things about Rabin.
Explain that Piven created this picture just after Rabin's assassination. If necessary, fill in information about his assassination -- including the presence of candles all over Rabin's square immediately after the event:
- Rabin was elected as Prime Minister for a 2nd term in 1992. During his second term in office, Rabin focused on creating peace between the Palestinians and Israelis. He played a leading role in the signing of the Oslo Accords, which granted the Palestinian National Authority partial control over parts of the Gaza Strip and West Bank.
- For his role in the creation of the Oslo Accords, Rabin was awarded the 1994 Nobel Peace Prize. The accords, however, greatly divided Israeli society with some seeing Rabin as a hero for advancing the cause of peace and some seeing him as giving away land they viewed as belonging to Israel.
- On the evening of November 4, 1995, Rabin was assassinated by a radical Jewish man who opposed the signing of the Oslo Accords. Rabin had been attending a mass peace rally in what is now known as Rabin Square, located in the middle of Tel Aviv. When the rally ended, Rabin walked down the city hall steps toward his car, at which point he was assassinated. Rabin’s assassination came as a great shock to the Israeli public and much of the rest of the world. Hundreds of thousands of Israelis came to the square where Rabin was assassinated to mourn his death by lighting memorial candles and singing peace songs.
Ask the campers: Can you figure out why Piven created the portrait in this way? What do you think his head is made of? (Candle wax). This is an example of a portrait that tells the story of one moment in someone's life -- in this case his death.

Stage 3: Creating Portraits

Finding meaningful objects:
- Place a wide array of random objects on a table in front of your campers.
- Ask the campers to take five minutes and to select one item that symbolizes something they like a lot, and one item that symbolizes something they dislike.
- Once everyone has made a selection, invite everyone to share what they chose and their reasoning.
- Navigate this conversation carefully, with an eye toward making everyone feel comfortable sharing and eager to express themselves through these and other objects.

Next, tell the campers that it's time for them to create their own self-portrait.
- Distribute pieces of poster board (about 20" x 24") to each of the campers and invite them to visit the table filled with random objects again.
- Depending on how much you want to guide the outcome of the activity, you can pepper the group with questions and ideas as they work, encouraging them to focus on aspects of their lives and personalities -- or you can let them work as they see fit, emphasizing whatever parts of their lives they choose.
- Art staff should be on hand to help with glue guns, but should be briefed so they encourage campers to express themselves freely and honestly.
- Allow about 30 minutes for campers to create their own portraits, and another 15 minutes for everyone to share their work with the group.

Stage 4: Wrap Up

This activity can be structured in many ways. When you're done with all that you plan to do, encourage campers to discuss the experience.
- What did you learn about yourself?
- What did you learn about your friends and other people at camp?
- How would you describe Hanoch Piven's style if you were talking on the phone to someone who could not see the portraits? What would you say you like or dislike about the style?
- What's the funniest object you saw in your or someone else's portrait?
The takeaways from these activities should include the tangible pride that comes from seeing one's work on display. Portraits and pictures should be featured prominently in a place of pride for the entire camp community to see, and included on the website and parent communication.

Variations:

The possibilities are endless. Several variations are included below. Feel free to try other things, using as many of Piven's works as you'd like. Just be sure to share your successes with us so other camps can benefit from your creativity!

The Israelis We Know

Instead of having campers create portraits of themselves, have them create portraits of their schlichim as a way of getting them to learn more about the Israeli staff.
Ask the group how they would create a portrait of a specific Israeli who they know, but they don't know all that well. Look for suggestions about ways to get to know the person better.
Now, announce the next part of this activity: working in small groups, you will create portraits of the Israeli staff at camp. In order to do this, you will need to interview each Israeli before they set about doing the job.
- Divide campers into small groups and assign each group to one Israeli staff member who they will be interviewing before the next meeting. Work with them to write down some questions that will help them get a better understanding of the person they are going to portray.
- Encourage them to come up with a list of of questions for the schlichim that will help them get to know them well enough to create a portrait.
- Questions might include (use these as a guide, not as a specific list to distribute to campers!):
  - Do you have a favorite sport, food, singer, movie?
  - What did you like best in high school?
  - What did you do in the army? Tell us a story from your army service.
  - What's the craziest thing you ever did with your friends in high school? What would you do if we did the same thing at camp right now?
  - What do you like about camp?
  - What do you like about Israel?
  - What do you miss most from Israel right now?
  - Encourage each group to think up really creative, crazy questions, but remind them be respectful and not to push too hard in the interviews.
- Then send them off to interview the Israeli they're going to portray. Encourage them to bring supplies to the next session, based on what they learn in the interview (maybe a candy wrapper, a button, or anything else they think is appropriate).
- At the next session, each group gets a piece of poster board and access to the table filled with random objects, in addition to the objects the campers brought specifically for this project.
- Allow 30-45 minutes to create the portraits, and this time let the art staff help a bit more so the finishing touches look good.
- Once everyone is done, campers share their work with the Israelis and with each other. You may decide to give the portraits to the Israelis as a gift, or to hang them in a central location in camp. (If you create a display, your camp might decide to give the portraits to the Israelis as going-away gifts at the end of the summer).

Our Israel

This activity also is designed to focus campers' creativity on Israel, but it addresses the group's notions of Israel, rather than the life of one specific Israeli.
Divide campers into groups of 3-5 members and ask them to create a portrait titled "Our Israel."
Don't give too many detailed instructions, so as not to limit creativity, but in response to questions you can say:
- This art work need not portray a person
- There is room for different ideas and perspectives in the artwork
- Base it on your ideas, your knowledge, your dreams, and your jokes
Allow the groups 20 minutes to create "Our Israel" and then 10 minutes to share them with everyone.
Display the creations for all the camp community to see.

Background Cards:

Supporting Images:

Curricular Subjects:

Declaration of Independence - Sharing our Values

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

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

Curriculum Themes:

Materials Required:

Program Duration:

1 hour

Physical Space:

Number of Campers:

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

Age of Campers:

Core Learnings:

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

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

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

Explanation:

Part One: Setting the stage

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

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

Part Two: The Birthplace of Values

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

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

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

Value One: Israel as a Safe Place for Jews

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

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

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

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

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

Value Three: The Values Taught by the Hebrew Prophets

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

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

Value Four: The Rights of Arab Inhabitants of Israel

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

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

Value Five: Peace to Israel's Neighbors

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

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

Value Six: Uniting Israel & Jews Around the World

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

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

Part Four: Framing Our Values

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

Wrap Up

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

Variations:

Variations in format

Alternative Hook #1 into the program:

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

Alternative Hook #2 into the program:

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