The Goodman Initiative - Yom Kippur War

Yom Kippur War Hero

Carl Schrag — Mon, 30 Apr 2012 22:40:40 +0000

This cabin-time activity offers an opportunity for campers, counselors, and Israeli staff to bond as they consider the very real challenges of war, and consider the ultimate sacrifices that people sometimes are called upon to make.

Curriculum Themes:

A People’s Hope

Materials Required:

Supplied Material (by Goodman Initiative)

Program Duration:

30 minutes

Physical Space:

Indoor Space

Number of Campers:

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

Age of Campers:

Core Learnings:

The Yom Kippur War shook the very foundations of Israel's sense of security

"War stories" happen to ordinary people who step up to meet extraordinary challenges

Explanation:

Step 1: Introduction

The facilitator begins by asking the campers to share what they think of when they think of the IDF. (Hopefully, answers will tend toward "strong" and other similar terms).

The IDF is all of those things, but it's also a Jewish army. What does that mean? Well, for one thing it means that the commanders try to send soldiers home for important Jewish holidays -- especially for Yom Kippur. Of course, if they think there's a danger they won't let them go on leave, but whenever possible they try to send soldiers home for the holidays.

Step 2: What Makes a Hero?

Next, ask the group what they think of when they think of the word "hero." (Hopefully, some answers will relate to military heroism and Israel).

There are all kinds of heroes, but the most remarkable heroes don't wake up in the morning determined to be a hero. They are normal people in abnormal situations -- and they respond in heroic ways. Some people use the word "hero" very freely, but today we are going to see the story of one man who earned that title on the battlefield.
Back in 1973, the commanders thought things were under control, so they sent most of the soldiers home for Yom Kippur. But the Egyptians and the Syrians (you can show the countries on a map) had teamed up to try to destroy Israel by surprising it on Yom Kippur. They knew that most Israeli soldiers would be at home or in synagogue, so they planned a surprise attack.
An Israeli tank commander named Avigdor Kahalani, who wasn't much older than me, was in charge of the tanks on the Golan Heights -- Israel's border with Syria. He was probably upset that he didn't get to go home, just like the rest of the soldiers who were stuck up there.

Engage the group in a discussion that addresses their questions and also creates a list of what makes a hero. An Israeli staff member can add a few thoughts about heroes he has known.

Step 3: Wrap-up

At the end of the discussion, the facilitator can judge if his campers are primed for a final discussion. If so, ask:

What is bravery?

Discussion may include:

What kind of actions define bravery?
What convinces someone to do something extraordinary?
Have you ever done something brave?

Variations:

As noted, this activity can take place during the day or before bedtime. If during the day, find a quiet place where campers will be able to see the screen and hear the narrative. The cabin may be the ideal location regardless of the time of day.

If the activity seems like too much for one sitting, or if you want to go into depth and encourage the campers to discuss the issues they encounter in depth, split it into two activities, to be completed on successive days.

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:

Curricular Subjects:

Israel and the Fallen Soldier

Natalie Blitt — Tue, 03 Apr 2012 21:31:29 +0000

This session addresses the complicated sentiments that the Israeli people felt about Israeli soldiers who fought and died during the 1948 War of Independence and the 1973 Yom Kippur War.

Curriculum Themes:

Materials Required:

Copies of poems (see below)

Program Duration:

1 hour

Physical Space:

Number of Campers:

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

Age of Campers:

Core Learnings:

The heaviest price of Israel's wars and conflicts has been the loss of life.

The image of the Israeli soldier changes along with the events and wars occurring in Israel. After the War of Independence In 1948, the soldier is illustrated as a victor bringing independence to the state. After the Yom Kippur War in 1973, the soldier is no longer depicted as the hero because he has been defeated.

Explanation:

We will now look at two poems from two different time periods that deal with the topic of fallen soldiers.
Give out copies of A Silver Platter by Natan Alterman. Ask one camper to read the poem out loud. Ask the group for comments or lines that stand out to them. Ask:

What is the vision of the soldier in this poem?
When do you think it takes place?
Why do you think they call themselves the "silver platter?"
What do you make of the line: "Thus they will say and fall back in shadows And the rest will be told In the chronicles of Israel?"

When appropriate, you can fill in some of the background of the poem (after giving them a chance to respond to the questions):

Natan Alterman was a poet who was born in Warsaw and moved to Tel Aviv with his family in 1925, when he was 15 years old.
He wrote the poem during Israel's War of Independence in 1948.
For him, the "silver platter" refers to a comment popularized by Israeli President Chaim Weizmann and attributed to him on December 15, 1947, soon after the UN decision to partition Palestine: "The state will not be given to the Jewish people on a silver platter."

Ask the campers what they think of Alterman's version of Weizmann's statement. Are the Israeli soldiers the "silver platter" that are responsible for the state being created?
Explain that we will now be looking at a more contemporary vision of the Israeli soldier. This song was written by 18-year-old Reuven Politi who was killed during the Yom Kippur War a few weeks after he wrote the poem. He was a fighter in the Egoz reconnaissance platoon, which went out on an ambush mission in the Golan Heights that day. Reuven replaced a soldier friend of his who was delayed reaching his platoon.
Have one camper read the poem. Ask the group the following questions:

How is the image of the soldier different in this poem?
Why do you think the soldier here keeps talking directly to his parents?
What are the lines that especially speak to you?
What does the difference between the two poems say about the difference between how Israeli soldiers are seen in 1948 vs. in 1973?

If necessary, fill in the campers' understanding of what Israel was like during the Yom Kippur War in 1973.
Bring the group back together and do a quick debrief. Ask the group if there were things that surprised them about other people's thinking or their own.

The Goodman Initiative - Yom Kippur War

Yom Kippur War Hero

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Explanation:

Variations:

Background Cards:

Curricular Subjects:

Soldiers Eat S’mores Too!

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Explanation:

Variations:

Background Cards:

Supporting Materials:

Curricular Subjects:

Mr. and Mrs. Israel

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Explanation:

Variations:

Background Cards:

Supporting Materials:

Curricular Subjects:

Israel and the Fallen Soldier

Curriculum Themes:

Materials Required:

Program Duration:

Physical Space:

Number of Campers:

Age of Campers:

Core Learnings:

Explanation:

Background Cards:

Supporting Materials:

Curricular Subjects:

Attribution: