DOCUMEN1 RESUME
ED 051 033 SO 001 287
TITLE Families Around the World. The Kibbutz Family of Israel. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Centel.. SPONS AGENCY Office of Education (DHEW) , Washington, D.C. PUB DATE 68 NOTE 122p.; Revised following field testing in the Chelmsford, Mass. Public Schools
EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Citizenship, *Community Study, Concept Teaching, *Cross Cultural Studies, *Curriculum Guides, Elementary Grades, Ethnic Studies, *Family (Sociological Unit), Family Role, Grade 2, Human Geography, Human Relations Units, Jews; Planned Community, Resource Guides, *Social Studies Units, Social Systems, Sociocultural Patterns IDENTIFIERS *Israel, Jewish Culture, Kibbutz, Values Education
ABSTRACT This unit resource guide is one of a series prepared for grade 2 on the theme Families Around the World. For this study of the Israeli Kibbutz background material is presented for teacher describing:1) site, 2)social structure including major values and family structure, 3) the functions of the family, and 4)the Kibbutz as a family. Objectives for this cultural study are defined, noting concepts and objectives as well as attitudes and skills to be developed. Teaching strategies are described for 2 initiatory and 57 developmental activities in a format designed to help teachers see the relationships among objectives, content, teaching procedures, and materials of instruction. Audiovisual aids and printed materials to be used are listed with each activity and a general list of educational media is given. Appendices include many pupil materials prepared for this unit, such as map exercises, information summaries, study questions, language games, and some original stories for socio-drama and role playing. A related guide, SO 001 283, outlines the entire unit sequence for grade1 and 2. Other documents in this curriculum series are SO 001 275 through SO 001 287.(Author/JSB)
-.- fr Chelmsford Public Schools
U.S. DEPARTMENT OF HEALTH. pc\ -Chelmsford, Massachusetts EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- Pr DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY.
C21
FAMILIES AROUND THE WORLD
The Kibbutz Family of Israel
Teacher's Resource Unit
revised by
Jane Markiewicz Claire McCrady Patricia S
Charles L. Mitsakos Sc3ial Studies Coordinator
This resource unit was revised following field testing in the Chelins from materials developed by the Project Social Studies Curriculum Ce of Minnesota under a special grant from the United States Office of
1968 is Schools
U.S. DEPARTMENT OF HEALTH, sachusetts EDUCATION & WELFARE OFFICE DF EDUCATIDN THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY.
FAMILIES AROUND THE WORLD
The Kibbutz Family of Israel
Teacher's Resource Unit
revised by
Jane Markiewicz Claire McCrady Patricia Simonson
Charles L. Mitsakos Social Studies Coordinator nit was revised following field testing in the Chelmsford Public Schools developed by the Project Social Studies Curriculum Center of the University der a special grant from the United States Office of Education.
1968 THE ISRAELI KIBBUTZ by Shirley Holt
I. The Site has hot, dry su winters. During Kiryat Yedidim is an agricultural heat is intense. village of 500 people in Israel;' it has siesta from 12:0 an agricultural economy which is diversi- day. During gra fied into eight'branches: dairy, field .stop work at 10: crops, vegetable gardens, fishery, fruit the, heat will sp orchards, flocks, poultry and fodder. -fore, workers ri Its economy is prosperous., highly ration- the morning in o alized and mechanized. early. Summers tation which is The village was established approxi- Winters, on the mately 40 years ago as a collective rainy. There is settlement characterized by common own- is mud everywher ership of property and communually or (Other kibbutz a ganized production, consumption and'care the south.) of children. There are over 300 such settlements in Israel, although the total The short sp number of people who are members of them are considered b comprise less than 5 per cent of that to be times of b czountry's population. (It is important mild. In spring tat pupils realize that not all families bloom and the ga in Israel are like the Kibbutz families.) color. Land is rented by the, kibbutz from the Jewish National Fund, Which owns.it. The kibbutz Before development by the kibbutz, this ted in a hub fro land was barren and malaria-infested. fields and orcha in the most remo 'he kibbutz lies at the foot of a village in the m mountain range famous' in Biblical his- ning. Those 'who tory; on the other Side of .the mountain the village for lies an enemy country. Kiryat Yedidim Houses of th laid out in para ' This is the imaginary name given of the communal to the kibbutz by Spiro who has written as a social and two,books about this kibbutz but had aswell as an ea :disguised the actual name. The physical not live in sepa description of the kibbutz presented in kibbutz. Rather this paper is based upon Spiro's books. in age and cccup, (See bibliography.) cottages designee THE ISRAELI KIBBUTZ by Shirley Holt
has hot, dry summers and cold, rainy winters. During the summer, the daytime s an agricultural heat is intense. People usually take a e in Israel;' it has siesta from 12:00 until 2:00 P.M. each omy which is.diversi- day. During grape harvests people must ches: dairy, field stop work at 10:00 in the morning, or dens, fishery, fruit the heat will spoil the grapes. There- ultry and fodder. ,,fore, workers rise at 3:00 or 4:00 in erOus, highly ration- the TIlorning in order to begin work d. early. Summers are very-dry, and vege- tation which is not watered turns brown. establiShed approxi- Winters, on the other hand, are cold and as a collective rainy. There is so much rain,that there ized by common own- is mud everywhere. Snow is rare. nd communually or= (Other kibbutz are in desert areas to consumption and'care the south.) are over 300 such' 1, although the total The short spring and fall seasons are members of them are considered by the kibbutz inhabitants 5 per cent of that to be times of beauty. The weather turns (It is important mild. In spring the mountain bursts into that not all families bloom and the gardens are.riotous with he Kibbutz families.) color. e kibbutz from the Which ownsit. The kibbutz village proper is situa- py the kibbutz, this ted in a hub from which radiate -alaria-infested. fields and orchards. Those who work in the most remote fields leave the s at the foot of a village in the morning and return in eve- s, in Biblical his- ning. Those 'who work closer return to side Of he mountain the village for their noonday meal. ry. Kiryat yedidim ...' Houses of the kibbutz village are laid out in parallel rows on either side maginary name given the communal dining hall, which acts piro who has' written as a social and administrative center s kibbutz but had as:well as an eating place. Families do 1 name. The physical not live in separate dwellings in the kibbutz presented in kibbutz. Rather, children are grouped upon Spiro's books. in age and occupy scattered dwellings or cottages designed for the convenience of 4 ii
the particular age groups living in them. After 6th grade when th Adults have dwellings of their own. the children enter high sch Junior-senior high school children have physically somewhat separat a separate community of their own lying kibbutz. Their kavutza is across the road from the kibbutz living they interact with others o area: This community has its own dwell- kibbutzes who also use the ings, classrooms, dining.roOm and kitchen, also begin to work in the k and library. Children .and adults have graduation from high school their own communal kitchens rand dining are.supposed to live outsid rooms in which all meals are taken. for one year. Membership i Married couples share a combination bed- is by election on reaching room and living room in adult housing. they. must experience non -ki There is a nursery for children up to -before making a decision to one year of age. The baby lives and stays there at all times until it is 6 II. Social Structure months, old. After this it may be taken to-its. parents' room in the afternoon for A. Major Values one hour per day. Children up to kinder- garten age liVe in the toddlers.' house The Israeli kibbutz was under the' care of nurses. They may spend mainly by Eastern European two hours with their parents in the lectuals and exemplifies a evening. what they perceived as good the traditional Jewish cult Between 4 and 5 children .enter the _eastern Europe. Democracy, kindergarten which is an enlarged group and full social and politic of two nursery classes. This kevutza, with all mankind were the g
. or'age-graded peer groUp then remains cal ideals guiding the kibb together as a unit until its members These were specifically to reach high school age. They live in a by stressing: (1) a high v new building and have a new nurse and physical labor particularly teacher. At the age of five or.six they generally;(2) communal own pass into a new dwelling -- theTransi- use of property;(3) social tional claSs -- where they begin to equality implemented within receive formal intellectual instruction. according to the maxim "Fro The following year they:. join the primary According to his ability: school and move into its dormitory. ing to his need;" (4) indiv Each kevutza -- a group of 16 children and tilt, limitation on perso -- remains distinct and has its own and (5) the transcending im teacher, classroom and bedrooms. Eat- the kibbutz group itself. ing, playing and extracurlar activities are done with all the children The kibbutz attempts to of the school; this children's society plete responsibility for sa is known as chevra. the needs of its members.
5 .g in them. After 6th grade when they are twelve, own. the children enter high school which is .ren have physically somewhat separated from the wiz,lying kibbutz. Their kavutza is split up and tz living they interact with others of adjoining own dwell- kibbutzes who also use the school. They and kitchen, also begin to work in the kibbutz. After its have graduation from high schooLyoung adults d dining are.supposed to live outside the kibbutz aken. for one year. Membership in the kibbutz ation bed- is by election on reaching adulthood and housing. they. must experience non - kibbutz living n up to -before baking a decision to join-. es and it is 6 II. Social Structure be taken ternoon for A. Major Values to kinder- s' house The Israeli kibbutz was founded y may spend mainly by Eastern European Jewish intel- n the lectuals and exemplifies a reaction to what they perceived as good and bad in the traditional Jewish culture of nter the eastern Europe. Democracy, socialism ged group And full social and political equality kevutza, with all mankind were the general politi- remains cal ideals guiding the kibbutz movement. embers These were specifically to be.implemented ive in a by stressing: (1) a high value on rse and physical 1L.,bor particularly, and labor r'six they generally; (2) communal ownership and e Transi- use of property;(3) social and economic in to equality implemented within the kibbutz struction. according to the maxim "From each primary According to his ability:to each accord- 'he ing to his need;" (4) individual liberty children and the limitation on personal power; s own and (5) the transcending importance of s. Eat- the kibbutz group itself. ar he children The kibbutz attempts to assume cOM- society plete responsibility for satisfying all the needs, of its members. Adequate
6 L MM. housing, edudation and medical care for kibbutz affai its members are highly valued and are meeting which provided. So are showerhouses,. laundries of the kibbut tailoring services, cultural and artistic a week and de experiences, and vacations with a modest authority. P amount of spending money. Money is not large and sma used within the kibbutz. it. Many dec ties are made In planning the structure of the within the to kibbutz, the members deliberately dis- decisions to pensed with the old forms of family psychiatrist structUre which were a part of life- in be sent to st Eastern Europe -- a patriarchal family A.t,- The memb jSystem.with.patrilocal residengp_and a bureaucracy a patrilineal,extended family%eystem,. They ment and beli thought that this family structure was of issues by inimical to thebuilding-of.a,:new commun- and proper de al society. made. Town m from such que The kibbutZeocial. . structure is an womenin the attempt at. rational planning according to about kitchen a set of basic values of its founders. problems, ann .Younger members who were not a partof officers and -the_planning are of course socialized on lengthy di into the history and rationale of:the agreement is movement. culture of th .pean Jewish c Membership in the kibbutz- is limited settlers- of R apparentlyin accordance with a value of sently there keeping the group small and. viable. ship,.but the Thus ohildren must participate in the attempted to founding. of new kibbutzim in order.to.. of anyone acq Rprpetuate their society. restricting' t in:anToffice `After election to membership in the kibbutz, all_able-bOdied adults are ex- B. Famil pected,tcCengage in tasks felt necessary to.UP operation of the collective. The nucle
Tasks-.areiaIlOtted_by a. central committee and children . and SuperviSion-of,daily routine is by an residence gro eleCted official'of the kibbutz. founders of ti to dispense w Political authority on all internal a man and wom together and 7 and medical care for kibbutz affairs is vested:iifthe:toWn hly valued and are .meeting which includes all adult members howerhouses, laundries of the kibbutz. This body' meets twice cultural and artistic a week and delegates very little cations with a modest authority. Problems of the community, oney. Money is not large and small, are all brought before but?. it. Many decisions that in most socie- ties are made within the.family are made structure of the within the town meeting. For example, s deliberately dis- decisions to send a disturbed child to a forms of family psychiatrist and whether a student should e a part of life- in be sent to study in the city come before patriarchal family The members of the kibbutz distrust cal residence .and a bureaucracy and representative govern- d family., system. They ment and believe that extensive discussion amily structure was of issues by all is necessary before just lding of.a new commun- and proper decisions on anything can be made. Townmeeting discussions range from such questions as the p::oblem of the ial structure is an women,in the community and complaints planning according to about kitchen facilities to national es of its founders. problems, annual budgets, and election of were not a part, of officers and committees. This emphasis course socialized on lengthy discusSion andbOnstantdis- d rationale of.the agreement is a value retailed. from the culture of the shtetl, the Eastern Euro- .pean Jewish. communities from which the he kibbutz is limited settlers of Kiryat Yedidim came. Pre- dance with a value of sently there ds a formal elected leader- mall and viable. ship,,but the. kibbutz members have participate in the attempted to preclude the possibility butzim in order to of anyone acquiring' too much. power by ciety. restricting the tenure of an individual in:anToffice to a few years. to membership in the odied adults are ex- B. Family Structure tasks felt necessary the collective. The nuclear'family of father, mother by a. centX4.1 committee and children is'not,a single.localized daily routine is by an residence group inthis society. The the kibbutz. founders of the kibbutz movement wished to dispense wish marriage, and among them rity on all internal a man and woman simply decided to live together and petitioned for a room to- R iv
ether. The State, however, requires both mothers and fathers seem not to hat children be a result of a legiti- know what to do with their children, ate marriage for purpose of citizenship, although visits are always made with o couples got married when they had a relatively few exceptions. hild. Among sabras, second generation ibbutz members, a wedding takes place Parents are always most attentive -hen a petition is made to live together. to their youngest children. There tends he nuclear family in no sense forms an to be a withdrawal of affection during conomic unit in kibbutz society. primary school age. Duting adolescence hildren live apart from their parents, children often fail to visit parents and nd economic functions are taken care of when they do they are withdrawn emotion- y the kibbutz as a whole. ally from them,a fact which disturbs the parents. Parents lavish more atten- 'ife-Husband. These statutes were con- tion on younger rather than older chil- ciously dispensed with by the founders dren. When a sibling is born, parents f the kibbutz but substitute terms were transfer much of their attention to the adopted. As the permanent monogamous younger child. Their youngest child is .inion of two people of opposite sexes almost always the favorite. e-established itself, these English 'ems seem justified. The proposed Parents do not teach children, nor -ouple joins for mutual love and compan- provide property, nor have any other ionship and the procreation of children. role but the psychological one. They do len and women are considered equal in name the child. all respects in kibbutz society. The roles of women are considered to Parent-Child. Parents have only roles constitute a "problem" in Kiryat Yedidim. of psychological nurturance and love Although women have equal rights and toward children. During their two-hour ideally do equal work with men, in visits they are very indulgent, demon- reality things do not work out quite strate much affection (kissing, hugging, this way. The problems involved are re- etc.) to younger children, bring treats flected in conjugal family relationships. and rewards and almost never punish. Physical labor of the productive rather The same role is played by both sexes. than the service sort, (that is, work in the grain fields rather than the The mother role seems to be a kitchen), has much the highest prestige rather frustrating one. She does in this society. The biological aspects nurse the child during the first 6 to 9 of behavior -- factors of strength, the months, visiting it at the nursery ra- strain of pregnancy and parturition, ther often. After that, the ethno- etc. -- have in fact acted to place most graphers have noted, mothers seem to women in service kinds of occupations wish to do things for their children -- nursing, teaching, cooking, etc. It but there is noappropriate role for is primarily men who occupy the presti- them to play. During visiting hours geous occupations of productive work
12"MMIIMNIMIMMIIMIISOMMENCEMENEROMMEREES11211131111M11 AIN which is most economically valuable to to stay in the childr the kibbutz. :ere are a number.of ex- may do so. Usually ceptions, but in-general_this holds true them. The two hours For many women there is little satisfac- supper finds the vil tion in their work,.although they con- children and parents tinue to work very hard. Their roles as ing. Children gener parents are much attenuated and diminish to visits; small one greatly as their children enter high dressed up by the nu school. Their roles as wives, based en- hour. Children usua tirely on love and companionship, become attention from paren' a source of anxiety as they grow older sibling is born. Af and begin to feel- less attractive to markedly less attent their husbands.. Defections of members usually exper,iences from the kibbutz have almost always had and deprivation of 1 their source in a combination of dis-- Behavioral symptoms satisfactions over women's.roles.. exhibited when paren Older women often yearn for _a home of common in the older their own and material possesSionS, '(These symptoms simi clotheS; etctd enhance their:attrac- when parents are abs tivenees to their husbands- they 'cannot 'older sibling at thi attain such a home in.the kibbutz set- ting. They yearn for more privacy... At adolescence c They want a chance to do a variety of draw emotionally fro jobs rather than just one task, like most completely. So mopping-floors, all day. (HOWeer,4.one- rarely. This situat rationale Ibr theyestablishment of the adulthood and after kibbutz was the relief of women 'frOm the with the birth of gr stultifying effects of houseWork'and (as kibbutz-raised a child raising.)- Probably another dis- tend to resume visit satisfaction.axises.from the fact that with grandchildren. children of kiryat "Yedidim.prefer their tIrue to have emotio fathers to their mothers in :a decided them in many cases. fashion. (See below.) Children tend to Role of Child in Relationship to to their mothers. U Parents. The child receives love and for daddy rather tha attention from his parents and usually a situation of fear visits with them daily for two hours. dormitory, for examp In the winter they ,go to their rooms sex, most express th (parents'. rooms) to:talk, read, br listen plicitly when asked. to music. In summer they-go for walks, come across any male sit on thelawn., etc. If a child does ing role toward them not wish to visit 'his, parents but desires but their female nu luable to to stay in the children's dormitory, he ber of ex- may do so. Usually he does visit with s holds true. them. The two hours for visiting after le satisfac- supper finds the village almost deserted; they con, children and parents are all busy visit- eir roles as ing. Children generally look forward and diminish to visits; small ones are cleaned and ter high dressed up by the nurses for the visiting s, based en- hour. Children usually receive much ship,. become attention from parents. until a small grow older sibling is born: After this they receive ctjve to markedly less attention. The child of members usually experiences this as rejection always had and deprivation of love by his.parents. n of dis- Behavioral symptoms similar to those oles- _exhibited when parents are absent are a home o_ f common in the older.sibling at this time. ssions, '(These symptoms similar to those exhibited ir attrac- when parents are absent are common in the they cannot older sibling at this time.). bbutz set- rivacy. At adolescence children tend to with- ariety of draw emotionally from their parents al- sic, like most completely. Some visit parents only OweVer,-'one rarely. This situation continues into lent of the adulthood and after marriage, although men from the with the birth of grandchildren the sabras work and (as kibbutz-raised adults are called) other dis- tend to resume visits with their parents fact that with grandchildren. However, they con- refer their tinue to have emotional withdrawal from a decided them in many cases.
Children tend to prefer their fathers to to their mothers. Usually they call out love and for daddy rather than for mother when in nd usually a situation of fear or anxiety in the two hours. dormitory,' for example. Regardless of eir rooms sex, most express the preference ex- ead, or listen plicitly when asked.. (They almost never o for walks, come across any males who have-a punish- child does .ing role toward them until adolesbence, is but.. desires but their female' nurses do punish as well 11 vi as socialize in other ways.) siblings are usual] ones who visit then Children have no responsibilities greeting them with toward their parents except love and psychological intimacy; the intimacy is III. The Function attenuated in adolescence and adulthood. Parents and other adult members of the The functions kibbutz characterize the behavior of in the kibbutz are sabras toward them as "insolent and a question as to w introverted." (Sabras are the children a "family" at all. raised in the kibbutz.) Outside obser- definitions of the vers and psychological tests would con- comprise a residen firm this characterization. Abrupt ditions which are comments such as "What business is it human societies. of yours?" and "What business is it of the procreation of mine?" are said by the kibbutz elders to ical intimacy and be typical of sabras. theless, these fun enough to make the Sibling Relationships To One Another. extremely importar setting. Sprio no Sibling rivalry is acute assymetric- of view of the chi ally in the kibbutz. The older child attachment to his feels hostile and resentful of the one, and any three younger child due to the shifting of emotional disturba attentiveness by parents, other adults instance in which and older children from the older to child has impaired the younger child. Older children often parents." Most be visit the younger in their dormitories, come along with th however. They act as nurse surrogates, of one or both par performing nurses' roles of dressing, with the child. T combing hair, hugging and kissing, in-some aspects of supervising play, scolding, etc. Girls woman" discussed a do more of such visiting than boys. also. A threat of When the family is together, older chil- marriage is an anx dren often join in the attention which tion for the woman is usually centered almost exclusively of functional role on the youngest child. Younger children structure seems to often show their hostility toward most important fac smaller siblings'by physical aggression kibbutz membership or exaggerated "loving" which approxi- Parent-child relat mates it, or by withdrawal from their one-sided in the k presence -- refusal to visit parents nize this and expe when baby is present, etc. Younger things for their o
12 vi
siblings are usually devoted to alder ones who visit them, almost always ilities greeting them with joy and affection. ve and timacy is III. The Functions of the Family adulthood. rs of the The functions of the nuclear family vior of in the kibbutz are so few as to raise nt and a question as to whether it constitutes e children a "family" at all. According to some ide obser- definitions of the family it does not would con- comprise a residence group -- two con- Abrupt ditions which are almost universal in ss isy it human societies. Its only functions are is it of the procreation of children, psycholog- z elders to ical intimacy and nurturance. Never- theless, these functions seem to be enough to make the nuclear family an Another. extremely important entity in the kibbutz setting. Sprio notes that from the point assymetric- of view of the child: "The child's er child attachment to his parents is a strong f the one, and any threat to it may lead to ting of emotional disturbance. We know of no er adults instance in which an 'emotionally adjusted' lder to child has impaired relations with his ldren often parents." Most behavioral disturbances rmitories, come along with the absence or withdrawal urrogates, of one or both parents from interaction ressing, with the child. The problems inherent sing, in-some aspects of the "problem of the tc. Girls woman" discussed above are relevant here boys. also. A threat of dissolution of older chil- marriage is an anxiety-producing situa- ion which tion for the woman, at least. The lack clusively of functional roles within the family er children structure seems to have been one of the ward most important factors in cases where aggression kibbutz membership has been abandoned. approxi- Parent-child relationships are somewhat om their one-sided in the kibbutz; parents recog- parents nize this and expect the children to do ounger things for their own children in turn, rather than expecting anything from them. great deal Sabras who have reached adulthood wish to one another marry; in fact, they have introduced hitting, bi wedding ceremonies which are aninnovation excrement, e in kibbutz society. They wish to produce ruly behavi children, and many of them have done so. strong prey (Also, sabras have without exception -- the weak applied for membership'in the kibbutz and The issue mo are always accepted.) Sabras tend to is property. spend much time in the privacy of the fam- belong to a] ily room much more so than the older most difficu kibbutz members feel is ideal. to the child In later yea IV. The Kibbutz as a Family abates some the high sch The kibbutz as a whole has many func- responsibili tions and aspects of structure which are of its memb characteristic of extended families in is discussed other societies. It is the economic unit, are dealt ou the prime agency of socialization, etc. through addl Further, there are many structural as- kevutza thin pects of the kibbutz, both formal and in- brothers or formal, that approximate a family struc- are the peop ture. For example, it is exogamous, not is in most c by rule.or fiat, but in actual practice.. Nurses and_t Children raised within it feel like come.and go brothers and sisters to one another, as figures: (T they themselves put it; there seems to be adjustment a psychological barrier against picking a children who mate within this group. Mates are taken attached to from other kibbutzim or from people whp surrogates have been trained in the kibbutz move- dence at the ments -- never from within the kibbutz itself. The nurs children whc The kevutza, or peer group of the cally and ac individual, accounts for a large percent- day are ofte age of the socialization behavior directed charges. Al toward him. In early years this is due kibbutz take to the fact that the nurses are so busy when they ar at housekeeping duties and have so Many dren are hug charges that they are preSent to oversee this or that behavior relatively little. There is a nearby adult 1 14 1 rig anything from them. great'deal of physical aggression toward shed adulthood wish to one another during years:2 - 5 or 6 -- y have introduced hitting, biting, attacking others with dhich are an-innovation excrement, etc. and much .yelling and un- They wish to produce ruly behavior. In this situation the of them haVe done so. - 'strong prevail and the weaker withdraw without exception -- the weakest into social isolation. hip'in the kibbutz and The issue most often proVoking aggression .) Sabras tend to is property. Toys like everything else the privacy of the fam- belong to all, and sharing them. is the re so than the older most difficult thing to learn, according 1 is ideal. to the children's nurses and teachers. In later years physical.aggression a Family abates somewhat (but continues up until the high school age),' The kevutza takes a whole has many func- responsibility_for regulating behavior f structure which are of its members:in meetings.. where deviance *tended families in is discussed and nonviolent punishments it is the economic unit, are dealt out.-This behavior continues socialization, etc. through adolescence. The memberEt. of the Many structural as- kevutza think of other members as :21, both formal and in- brothers or sisters. They.and.parents imate a family struc- are the people with whom the individual it is exogamous, not is in most continuous interaction. t in actual practice, Nurses andteachers are temporary and hin it feel like come ..and go as highly significant to one another, as figures:. (This fact-poses problems for it; there seems to be adjustment among the babies and small .rier against picking a children who time.and again must grow ' 15 viii school age they are greeted briefly by directly-and prow adults but are relatively speaking ig- Sometimes formal nored by them. .Tesdhers who are almost tain conformance ' always kibbutz members are known in- example, skits pr timately and act more like older siblingS contain pointedly than like authority figures -- both in fun at deviants, grammar and high school. (The schoolroom to cancel perform atmosphere tends to be somewhat unruly by which are not wel. our standards and there seems to be a times cases of de' problem in establishing order, although the town meeting; kibbutz children end up with an excellent woman refuses to education by our standards in most re- on an assignment spects.) Committee. The uJ community is expu Decisions about many things concerning after being brougi the individual -- whether he should go to ing and being fou special schools or whether he should make such as stealing, trips to this place or that outside the to acquiesce in a kibbutz -- are discussed and made in the kibbutz meetings. The kibbutz as the The kibbutz p basic economic unit takes care of all the and a calendar of individual's economic needs, and all which symbolizes property is shared by all kibbutz members (an exception is made in the case of In many respe clothing which belongs to the kibbutz but whole is analagou is used only by the wearer. Also, recent- which are "corpor ly some individuals have acquired watches, similar functions radios, etc. which they have not given It is the most im to the kibbutz as they are supposed to do. ence group of its They.retain the use of these things for nuclear family gr themselves.) The kibbutz provides an embedded within i authority structure, a very detailed and have great diffic specific body of rules for behavior and a other kinds of pr sanction system for enforcing them. There outside the kibbu are no policemen, judges or courts; author-example, outsider ity is vested in the town meeting. The. Israel and other most important form of social control in high school -- al the kibbutz is the individual's conscience real interaction 1 -- his hakkara; public opinion in this Kibbutz adolescen society with so little privacy is outsiders and with portant adjunct'to hakkara in keeping sabras do not clai individuals in conformance to group norms; to any extent. T peop.le.who deviate are, openly criticized teristic typical o 16 viii iefly by directly -and provide material for-gossip. king ig- Sometimes formal means are.used.to ob- re almost tain conformance to group norms. AFor wn in- example, skits presented at holidays err siblings contain pointedly witty scenes poking both in fun at deviants, or officials can decide schoolroom to cancel performances at celebrations .t unruly by which are not well rehearsed.) Some- to be a times cases of deviance are brought before although the town meeting; for example, when a -n excellent woman refuses to take her turn working most re- on an assignment given her by the Work Committee. The ultimate sanction in this community is expulsion from the kibbutz s concerning after being brought before the town meet- should go to ing and being found guilty of a crime, should make such as stealing, or if a.member refuses utside the to acquiesce in a kibbutz decision. nade in the z as the The kibbutz provides an ideology e of all the and a calendar of ritual observances and all which symbolizes the ideology. butz members case of In many respects the kibbutz as a kibbutz but whole is analagous to extended families Also, recent- which are "corporate groups" having ired watches, similar functions in other societies. not given It is the most important primary refer- Ipposed to do. ence group of its members, except for the things for nuclear family group and kevutza groups vides an embedded within it. Members apparently. etailed and have great difficulty in adopting any havior and a other kinds of primary group membership, them. There outside the kibbutz structure. For ourts; author- example, outsiders -- immigrants into ting. The Israel and other who attend the,kibbutz control in high school 7- almost never achieveany 's conscience real interaction with-kibbutz.members. n in this Kibbutz adolescents look upon them as y is an.im- outsiders and with much derision.. keeping sabras. do not claim to have any "friends" group norms; to any extent. This is another charac- criticized teristic typical of kibbutz societies 17 ix societies and of other societies whi:h have extended, families with many cor- ...poratefunctions. Finally, the kibbutz members con- stitute a 'family" in. their own eyes and in the eyes of the outside observer; they are bound by "ties of common resi- dence, common experiences, a common past and a common fate, and mutual aid all the ties which bind a family -- as well as a common ideology." °V. The Israeli Kibbutz. - Bibliography The Children of the:Kibbutz, Melford .Spiro, Deals with the sOcialization, of children of the kibbutz. . Kibbutz: Venture in Utopia, Melford Spiro, 1956..A synoptic descrip- tionof the kibbutz. "Is the Family Universal? The Israeli Case," pp. 64-75, Melford Spiro, in A Modern Introduction to the .Family,. .Bell and Vogel. Sums up the- functions of the family in the kibbutz. 18 OBJECTIVES his unit is designed to make progress toward the development of the following bjectives: pNCEPTS into roles) toward the child. In some societies aunts and ,ulture: learned behavior patterns; uncles or other relatives also norms and values; diversity; unique- play a part in teaching roles ness; universals (including psychic to children. unity of mankind); cultural use of environment c,. In almost all societies gome aspects of socialization of Social Organization: roles, status, children are entrusted to people division of responsibilities and :outside the child's family. labor; functions d. Both positive and negative sanc- ocial Process: socialization (positive tions are used to teach the and negative sanctions) child to act in certain ways. ,ocation: position; situation; site 2 All people, regardless of where they live or to what race, nationality or bite: desert; swamp; irrigation; drain- religion they belong, have many age;_ hill; sea; lake; river; climate; things incommon. city; village a. All people, everywhere, have GENERALIZATIONS certain basic physical drives, although they satisfy theme. . People everywhere must learn to be- differently. have in the ways they do, just as we learn to behave in the ways we b. Human beings exhibit the same do. (Culture is learned, not kinds of emotions. (anger, fear, inborn.) sorrow, hatred, love), although they express them in different a. In every society human beings wayg and the emotions are aroused learn a culture in the process by different things: of growing up; this culture is the learned behavior patterns c. Human beings everywhere have shared by members of their group. acquired need for positive affect (affection) and interaction with b. Within the primary group of other human beings (gregarious- the family in our society, the ness); these acquired needs re- parents and older siblings sult from the fact that human direct expectations (organizea beings are dependent for care and 19 - 2 - sustenance longer than any other tc different family mem- animal; thus all human beings bers; age and sex are are incorporated into primary principles used in all so- groups and learn aspects of a cieties to differentiate group's behavior. family roles and status. . The broad outlines of the ground 3. Ways of living differ from one so- plan of all cultures are about ciety to another and within the same the same because men always and, society; indeed each culture is everywhere are faced with certain unique. unavoidable problems rising out of the situation given by nature. a. Human beings have the potential to exhibit extremely variable 1) Every culture must provide behavior, depending upon their for the satisfaction of the natural and cultural environment; elementary biological re- they satisfy their drives and quirements such as food, needs differently. warmth, and the need for pos- itive affect and gregarious- b. Families differ widely from so- ness. ciecy to society as to how they are organized and as to their 2) The family is a basic social functions. group found in all societies.. Certain family functions are 1) Although certain family func- found universally in all tions are found universally societies. in all societies, other func- tions of the family vary 3) All cultures require a cer- widely from society to soci- tain minimum of reciprocal., ety. behavior for cooperation -to obtain subsistence and other 2) Although age and sex are ends of social life. principles used universally in all societies to differ- 4) In all societies people are entiato status and role .expected to behave in cer- within the family, the speci- tain ways and not to behave fic roles differentiated by in certain ways; they are these principles are organ- expected to believe that ized very differently from certain things are good and society to society. certain things are bad. c. People differ as to how they ex- 5) Families in all societies pect people to act and as to what delegate responsibilities,.., they think good and bad. and rights (specific roles) alEmesimmansommussomaingit 3 - d. Each family has ways of doing 3. Evaluating Information things which are unique, although most of its ways are shared with i:Checks on the bias and compe- other families in the same tency of witnesses, authors, and society. producers of.materials. . People living in a particular physi- 4. Organizing and Analyzing Data and cal environment or, dn similar physi- Drawing Conclusions cal environments Use the environment according. .to their cultural values, Classifies data. knowledge, and technology. Applies previously-learned con- . Both man and nature'change the charac- cepts and generalizations to new ter of the earth. data. A division of labor makes it possible Tests hypotheses against data. to increase production. Generalizes from data. . Machinery makes possible greater production per person. 5. Geographic Skills SKILLS a. Has a sense of direction. The broad skill toward which teaching Knows cardinal and inter- is ultimately directed is underlined. A mediate directions. specific aspect of, a skill or an under- standing needed to learn a, skill is in b. Has a sense of distance and plain type. area. 1. Locating Information Is in the habit of comparing distances with known distances. Uses the table of. contents. Is in the habit of comparing . Gathering' Information areas with known areas. Listens for the main ideas and c. Is skilled in interpreting maps. supporting details. Uses legend to interpret Gains information from pictures. symbols; Sets up hypotheses. Identifies pictorial and semi-pictorial symbols. 21 4- Knows meaning of scale. Can use a map to identify directions. ATTITUDES 1. Evaluates information and sources of information before accepting evidence and generalizations. 2 Values initiative, hard work, honesty. 3 *Appreciates and respects the cultural contributions of others. 4. *Values knowledge for the sake of knowledge and as a means of helping man understand the world in which he lives. * There is no one procedure designed to teach this attitude. It is hoped that pupils will make progress toward developing this attitude because of the interesting information and attempts to compare the information with things they know. 22 - 5 OBJECTIVES OUTLINE OF CONTENT S. Knows meaning of scale on a map. S. Is in the habit of comparin3 distances with known distances. S. Generalizes from data, G. Ways of living differ from one society to another; indeed each culture is unique. G. Human beings satisfy their drives and needs differently. G. Families differ widely from society to society as to how they are organized and as to their functions. 23, 6 - TEACHING STRATEGIES EDUCATIONAL MEDIA Initiatory Activities 1. Use a large wall map marked with the countries whose Large wall map of families children have studied in grades one and two. U.S.; globe; string Have children locate the places where these families lived. (Hopi, Algonquin and early Bostonian families in U.S.; Russian family in Moscow; Japanese family; Hausa family; Quechua family in Peru.) Ask: "Are the other countries near the United States or far from it? How can we tell on this map?" Have a pupil come. up and measure off distances on a globe between these places and his home town. He can use a length of string. Each time he should make a line on the chalkboard to represent this distance. The teacher should mark this line as the distance between our town and Japan, etc. If the distances are marked off from a starting vertical line, children can compare them easily. (Remind pupils that a globe is more accurate than a map in representing our earth. Therefore we use a globe rather than a wall map in measuring these distances.) Save this simple chart for use in activity number 3. . Have a general review discussion: "How were all of the people we have studied different from us?" Emphasize differences and similarities in family functions and organization. Emphasize differences in ways in which different people in different societies satisfy their drives and acquired needs or differences in things which arouse their emotions. As an activity have the children draw one representa- tive of each family they have studied. The differences can be listed as the children review the culture. Now reverse the question: "How were all the people . we have.studied like us?What things do they all need? In what other ways. are people: alike? Have all of theSe societies had some kind of family? Have there been any things which all of these families provided children? (If children include anything related to economic functions, do not tell them they are wrong.) In what ways are families the same? (Try to get pupils to 24 7 G. Societies differ as to how they expect people to act and as to what they think good and bad. BUT G. All people, regardless of where they live or to what race, nationality or religion they belong, have many things in common. G. All people, everywhere, have certain basic physi- cal drives. G. Human beings exhibit the same kinds of emotions. G. Human beings everywhere have acquired the need for affection and gregarious- ness. G. All societies have some kind of family; certain family functions are uni- versal. G. In all societies people are expected to behave in certain ways and not to be- have in certain ways; they are expected to believe that certain things are good and certain things are bad. S. Is in the habit of comparing I. Israel is a very small country with a distances with known distances. varied climate and surface relief.' S. Can use the map to identify A. Israelis far from the United States. directions. S. Knows cardinal and inter- mediate directions. 25 point out that families in different societies all expect certain kinds of behavior and ideas about right and wrong.) "We are going to study a family in another part of the world. Do you think it will be just like any family we have studied so. far? Do you think it will have all of the functions we found in these other societies? How do you think the people will be like us? Let's find out if your ideas are correct about families and people by looking at families in one more place." Developmental Activities . Tell the children that they are going to learn next Large wall map of the about the people who live in a country which is so world; globe small that they could walk across one part of it in a day. Ask children to show Israel on the map and on the globe. Ask: "Is Israel further or nearer to our town than Moscow? than Japan? than Nigeria?" Have a pupil mark off the distance on the globe with a piece of string and transfer this distance to the chart on the chalkboard (see activity number 1). Have pupils compare distance (north-south) in Israel with north- south distance in Massachusetts. Ask: Is Israel east, west, north or south of our state? Is it directly east or south?" Review the use of the map in identifying directions. You may also have to review intermediate directions. 26 - 9 - S. Is in the habit of B. Israel is a small country compared with the comparing areas with United States or any of the countries studied known areas. so far. S. Identifies pictorial and semi - pictorial symbols. Understands site con- C. Israel's climate varies, but much of it is cepts such as desert, hotter and drier than Massachusetts; much of plain, hills, climate, it is desert. marshland, drainage. D. Israel is not completely flat, even though it S. Gains information from hits a desert; it has many hills. pictures. G. Man changes the charac- ter of the earth. S. Uses maplerAd. S. Identifies pictorial symbols. 27 - 10 - 4 Show children a cut-out map of Israel, scaled so that WaJ it is about the size of New Jersey on the wall map of the United States. Point out New Jersey on the map and have a child hold up the cut-out-to compare.Ask Wo someone to find Massachusetts on the map and compare its size with that of Israel. Now compare Israel with the size of Japan, Nigeria, the U.S.S.R., Peru, and the U.S. Give the children the worksheet of cut -outs. Have them label each country then cut it out, and compare their sizes. 5 To stress the fact that Israel is indeed a small country, read a brief excerpt from Joy's book on Israel. Jot I 6 Point out to the class that it is interesting to find out what a country looks like. Ask: "What would you see if a. you .went on a trip.through Massachusetts2" (grass, trees, water, towns, etc.) Have children draw-picto-symbols we might use on a map to represent these things. 7. Show, filmstrips and slides. Ask children to watch for Sli pictures, which would help them describe what Israel looks like. As you show pictures ask questions to direct attention of pupils to details and implications of details.Fil Be sure-to show pictures showing varied types of relief and climate.. Show piCtUres of marshlands and drained p marshlands of N.E. as well as Negev desert region of south. (Kibbutzim are found in both areas.) Contrast with pic- Pic tures of hills and coastal plain. Nat 1 4 8. A large piece of mural paper with an outline of Massa- Mur chusetts and Israel could be put up on bulletin board. The children can make pictures, cut them out and paste on the mural. The children can place things such as rivers, cities, farms, hills, mts., etc. The differences in the land formations between Israel and Massachusetts should be emphasized. Magazine pictures could be used to show many of these diversities. 28 10 - a cut-out map of Israel, scaled so that Wall map of the U.S.; e size of New Jersey on the wall map of the _ Globe. Point out New Jersey on the map, and old up the cut-out-to compare. Ask Worksheet with Israel, d Massachusetts on the map 'and compare its U.S., Russia, Nigeria of Israel. Now compare Israel with the and Mass. .See Appendix. Nigeria, the U.S.S.R.., Peru, and the U.S. ren the worksheet of cut -outs. Have them ntry then cut it out and compare their sizes. fact that Israel is indeed a small country, xcerpt from Joy's book on Israel. Joy, Getting to Know Israel, p. 5. he class that it is interesting to find out looks like. Ask: "What would you see if Paper; Crayons. trip.through Massachusetts?" (grass, trees, etc.) Have children draW.picto-symbols we map to represent these things. s and slides. Ask children to watch for Slides of the land forms would help them describe what Israel looks of Israel. show pictures ask questions to direct upils to details and implications of details.Filmstrip: This is Israel, w pictures showing varied types of relief frames 2, 30, Encyclo- Show pictures 'of marshlands and drained pedia Britannica. N.E. as well as Negev desert region of south. found in both areas.) Contrast with pic- Pictures in Life World and coastal plain. Library, Israel, p.18. National Geographic, (Mar., 1965), pp.39874T4--5, 417, 418-9, 426-7. of mural paper with an outline of Massa- Mural paper with large srael could be put up on bulletin board. outline map of Mass. an make pictures, cut them out and paste and Israel. The children can place things such as , farms, hills, mts., etc. The differences rmations between Israel and Massachusetts asized. Magazine pictures could be used to hese diversities. 29 S. Uses map legend and Israel is on the Medit pictorial and semi- lakes and.a small sea pictorial symbols. terrana4n; Dead Sea, a' are all 'salt water. T S. Is in the habit of of fresh water in Isra comparing areas and distances with known F. Israel has several riv areas and distances. it or on its border. is 200 miles long; the Understands site 2,350.) concepts such as sea and lake and river. S. Classifies data. S. Identifies map II. People who live in Israel symbol for city. some, but not all of them, village called a kibbutz. S. Classifies data. A. Kibbutz means "togethe Hebrew. (The plural o Understands site kibbutzim.) concept of city and village. B. Only a small part of t (4-5%) live in kibbutz 30 E. Israel is on the Mediterranean Sea and has lakes and.a small sea in it. (The Medi- terranen; 'Dead Sea, and Sea of Gallilee are allsalt 'water. There. is a shortage of fresh water in Israel.) F. Israel has several rivers running through it or on its border. (The Jordan River is 200 miles long; the Mississippi is 2,350.) II. People who live in Israel are called Israelis; some, but not all of them, live in a kind of village called a kibbutz. A. Kibbutz means "together" or "group" in Hebrew. (The plural of kibbutz is kibbutzim.) B. Only a small part of the Israeli peOple (4-5%) live in kibbutzim. 31 - 12 - 9 On an outline map (made with tha opaque pr,Djector) out in the symbols. Add a legend to explain the: symbols. Show also bodieS.24",water -- the Y:,,cliterra.1-iean Sea, the Dead Sea,. the Sea of C!,illilec (now Lake Tiberias), the Jordan River, and several xmaller rivers. Compare length of Jordan River with that cf the Mississippi. Point out source of Jordan River and where it flows. Using a ruler, have the children measure one inch of blue paper and cut it out. This can represent the Jordan River. Now they can measure 10 inches of blue paper and cut that out to represent the Mississippi River. On separate white background paper have the children paste and label the river. With crayons they can draw in scenes which surround the river. 10. -Tell children that they are going to learn about some people. called Israelis who live in a farming village. The village is called a kibbutz (kih-boots'). Teach pronunciation and meaning. (Kibbutz means "together.") ASk: "Do people own their own houses? Do they need money?" Show film to present an overview., of life in a kibbutz and in Israel. A section of land should be set aside on the picto-map to represent the kibbdtz. Aaer the film they can'add the building on the map. 11. Use a map, slides and pictures to show Israel's cities. On the map, point out the symbol for cities. Compare with pictures of kibbutz to emphasize differences between village and city. Tell children that most of the people live in cities, but if the whole class were to go to Israel, one child out of the 20 or 25 would.probably live on a kibbutz. Each child could have his copy of a map of Israel and mark off the cities the teacher points out. 12 - with the opaue pr,:jector) OpaTae projector; large Add a legend to explain the' sheet c-f odieS'of,wator the Yediterr7tnean .e Sea of Cllilee (now Lake Cutoutsof seas and River, and several smaller lakes drawn to scale. ,th of Jordan River with that c ant out source of Jordan River and Ruler, blue construction g a ruler, have the children paper, Scissors, paste, )lue paper and cut it out. This crayons and white back- -dan River. Now they can measure ground paper. er and cut that out to represent the n separate white background paper have d label the - . With crayons they ich surroun river. ey are going to learn about some This is Israel, Weston s who live in a farming village. Woods: Studio. a kibbutz (kih-boots'). Teach ning. (Kibbutz means "together.") their own houses? Do they need present an overview.. of lire in a A section of land should be set p to represent the kibbdtz. After the building on the map. pictures to show Israel's cities. Slides of/the cities the symbol for cities. Compare of Israel. utz to emphasize differences between 11 children that most of the people Joy, Getting to Know f the whole class were to go to Israel, map on p.6. of the 20 or 25 would probably live hild could have his copy of a map National Geographic, Mar., f the cities the teacher points 1965: p.402 (Map of Israel), pp.398 -9 (City of Tel Aviv), pp.404-5 (Village Kibbutz of Yotvata), pp.418-9 (N. Kibbutz Nahala) and p.426 (City of Palestine). See Appendix for trans- parency and map dittoes.. 33 -- 13 - Knows cardinal directions. Can use the map to identify directions. Understands site concepts of marshlands and drainage. C. The kibbutzim are farming villages built mostly in dry areas; some have been built Uses pictorial andisemi- in drained swamplands (marshlands). pictorial symbols. Gains information from pictures. Gains information from D. By hard work, the people of the kibbutz pictures. have changed the desert into good farms. People living in a parti- cular physical environment use it according to their cultural values, knowledge, and technology. Both man and nature change the character of the earth. VALUES INITIATIVE AND HARD WORK. 34 - 14 - 12. On an outline map of Israel show where this kibbutz is in Negev desert. Review cardinal directions and intermediate directions once more. Emphasize that the kibbutz is in the southern part of Israel. Show children where some other kibbutzim are found. In what part of Israel are they?Point out that some are in areas that were marshes. People of kibbutz had to drain swamps. Use same worksheet as in #11. 13. Direct attention to the map and to the key. Ask: "What do children in the kibbutz see when they look out of their windows?" (Hills, fields, sand.) Ask: "Why would there be sand in some places instead of grass and black dirt?" (Many parts of Israel are hot and dry and have little rain.) Show filmstrip Negev Desert to illustrate desert conditions. 14. Read aloud a brief description of the heat and dryness of a desert in Israel. Ask if any of the children have ever been on an American desert. If so, have them describe it and how they felt. Show number of pictures of different kinds of deserts that look somewhat different. Ask: "Wh:4t do these places have in common?" "Why do we call them deserts? What particular kind of desert does Israel have?" 15. Show pictures of people clearing the land and of irrigation sprinkling systems. Ask: "What kind of work are these people doing?Why do they need to water their crops?" Compare pictures with one of nomads in desert. (Or of area prior to reclamation by irrigation.) "Why do these people use the land differently?" "What happened when land was no longer irrigated?" "What would wind do?" (Ask pupils if they have ever been on a beach when the wind was blowing? Have they ever seen a dust storm?What would happen to the rain that does fall?) 35 - 14 - ine map of Israel show where this kibbutz Outline map of Israel. v desert. Review cardinal directions and to directions once more. Emphasize that z is in the southern part of Israel. Show here some other kibbutzim are found. In of Israel are they?Point out that some as that were marshes. People of kibbutz in swamps. Use same worksheet as in #12. ention to the map and to the key. Ask: Filmstrip: Negev Desert, hildren in the kibbutz see when they look Encyclopedia Brittan it windows?" (Hills, fields, sand.) Ask: ica. there be sand in some places instead of black dirt?" (Many parts of Israel are hot d have little rain.) Show filmstrip Negev illustrate desert conditions. a brief description of the heat and dryness Study prints: The Earth, t in Israel. Ask if any of the children Home of People, Silver been on an American desert. If so, have Burdett, and Map Sym- ibe it and how they felt. Show number of bols and Geographic f different kinds of deserts that look Terms Charts, A.J. ifferent. Ask: "What do these places have Nystrom Company. " "Why do we call them deserts? What kind of desert does Israel have?" Slide of desert. res of people clearing the land and of Filmstrip: This is Israel, sprinkling systems. Ask: "What kind of frames 3 and 6, Encyclo- hese people doing? Why do they need to pedia Britannica. crops?" Compare pictures with one of desert. (Or of area prior to reclamation Life World Library, Israel, ion.) "Why do these people use the land pp. 94-95. y?" "What happened when land was no longer " "What would wind do?" (Ask pupils if Fraenkel and Stiles, ever been on a beach when the wind was Israel, pp. 28-30. Have they ever seen a dust storm?What en to the rain that does fall?) National Geographic, Mar., 1965, p. 406 (irriga- tion), pp. 412-3 (nomads in Beersheba). 36 S. Applies previou:ly- learned concepts and generalizations to new data. S. Generalizes from dat,.. G. Both men and nature; change the character of the earth. G. Division of labor makes it possible to increase production. G. All cultures require a certain minimum of re- ciprocal behavior for cooperation to obtain subsistence and other ends of social life. S. Sets up hypotheses by E. Most of the people in theibbutz have applying yreviously- come to Israel from other countries. learned concepts and (Compare with early America.) generalizations to new data. 37 - 16 6 Ask pupils: "Where do you suppose the water comes from to irrigate this land?" (rivers, lakes) Point out they cannot use salt water fraM'sea. (Perhaps have children 'do an experiment with two plants. They might water one, each day with salt water and one with.plain water.) Ask: "How does the water get to the farm land?" (Point out ditches shown in pictures and explain how water is moved through the ditches. "Who would dig the ditches?" (men from kibbutz)' "Is 'this.a.job that most farmers you know have to do?"As an activity for the children on irriga- tion try setting up an irrigation problem. A large suit box could be filled with dry soil. Ditches could be dug with popsicle sticks. Straws can represent the pipes through which the water runs. With a pin make small holes in the straw so the water can completely irrigate the land. In this way the children themselves can work with the problem and appreciate the difficulty of land cultivation. As an explanation, point out that: "Since there is so much extra work to be done on d kibbutz, the people have learned to live in a way that is different from the way we liVe. DO any of you have mothers who work?Do they leave your younger brothers and sisters in a nursery?. (Many mothers leave their children with one person and this releases them for other jobs. The concept will be expanded later in this unit.) "How do you think a nursery would be useful on a kibbutz?" (Move the discussion toward an understanding that mothers can -then do many of the important jobs and even work in'the fields.) 7. Ask children how many of them have lived in this town as long as they can remember. If they moved here, why did the family come? (a new job, to be.near relatives, etc.) Ask: "Why do you think people would go to live on a kibbutz?" 8. Show filmstrip This is Israel to show the different Filmstrip: This is nationalities who immigrated to Israel. Explain that Israel, Encyclopedia thousands of years ago, their ancestors lived in Israel. Britannica. Some of them moved away, but now they are coming back to Israel. Show them on a map where these children came from. 38 - 17 - G. Families differ widely III. Life in a kibbutz famil from society to society is very different from as to how they are organized lead. and to their functions. A. The children on the S. Listens for main ideas with their parents. and supporting details. other children of t G. Ways of living are different frOm one society to another. G. All people everywhere have 1. Kibbutz familie certain basic physiological Adults usually drives, although they satisfy and children ea them differently. same age group. G. Although age and sex are 2. In our families principles used universally cooking; in a k in all societies to differ- Aahoprepares th entiate status and role within the family, the specific 3. Mothers do part roles differentiated by these some of the thi principles are organized very mothers do in o differently from society to up jobs, people society. 39 - 17 ly III. Life in a kibbutz family and on a kibbutz ety is very different from the kind of life we rganized lead. ns. A. The children on the kibbutz do not live as with their parents..They live with is other children of the same age. ifferent another. e have 1. Kibbutz families do not eat together. logical Adults usually at in one large room y satisfy and children eat with others of the same age group. . are 2. In our families the mother does the 'ersally cooking; in a kibbutz.. there is a cook differ- who prepares the food. ole he specifiO 3. Mothers do particular jobs; others do by these' some of the things for children which ized very mothers do in our'society. By dividing iety to up jobs, people can get more done. 40 - 18 - 19. Ask children if they can imagine a-town where the parent live in one block and all of the children live in anothe part of town. Ask: "Who do you suppose takes care of the children?" Let them talk briefly about this questio 20. Read story about David, a seven-year old who lives on a kibbutz. Ask children to listen for ways in which David' life is different from theirs. List these on a chart showing comparisons between American family life aid kibbutz life. Keep chart for later reference. (e.g. me comparison, job varieties, etc.) Role-playing could be used nicely here. Pick two chi -;ren -- one American and one Israeli. Have each one show what Amy would 77nsist of. They can make the differe chart named aL,..2= the chlia -1.1(1 played that part. 21. Ask: "Where did David and his friends eat? Did they eat. with their parents?Where do you suppose the parents eat Build on information gained from the story by showing pictures of children eating together. Show therfilm-loop-COmmunity,Life,in Israel:, The Kibbutz-to illustrate kibbUt.Z life:- . . 22. Using the chart oVoompariSdhs (activity #20), ask: "What different buildings do we need on a kibbutz that we do not have in an American town? List the buildings as children discuss this question. Show pictures and ask children to look for buildings they haven't mentioned yet (Thus far, they would probably want a children's house,- parents' building, adults' dining room, kitchen, school.) Have children build a model, kibbutz, using boxes as buildings, or make mural showing the layout of a kibbutz. 23. Ask children about the way in which work gets done in an American family. Who washes, irons, cooks and cleans for the family? Does one person do all of these things? (in most cases, the mother) Does the mother have more than one job?Choose five children to act out an American family. Have the mother act out all her duties. The fa- ther could leave for his job which he can be shown doing in another part of the room. The children can leave for school. The entire day should be sht.,wn. Show pictures 41 - 18 - if they can imagine a.town where the parents block and all of the children live in another Ask: "Who do you suppose takes care of ?" Let them talk briefly about this question. bout David, a seven-year old who lives on a A Day on the Kibbutz k children to listen for ways in which David's See,Appenda-FEF-- erent from theirs. List these on a chart story, arison5 between American family life and Keep chart for later reference. (e.g. meal job varietiet etc.) ying could be used nicely here. Pick two chil- American and one Israeli. Have each one show 7.--Isist of. They can make the difference the '' played that part. did David and his friends eat?Did they eat- Hoffman, Land Wiadopli rents?Where do you suppose the parents eat?" of Israel, p. 64. ormation gained from the story by showing children eating together. Pinney, Young Israel, p.55: film-loop Commpnity-Life,in Israel:,' The Gidalf llustrate feibbut life" , 7. rt ofOompariscifis (aciiiity #20), ask: Film-loo* Community Life nt buildings do we need on a kibbutz that in Israel: The Kibbutz, e in an American town?List the buildings' Ealing _Film Loops. ' iscuss this question. Show pictures and ask ook for buildings they haven't mentioned yet. Comparison chart (Am. And ey would probably want a children's house,' Jcibbt#z family life) , ding, adults' dining room, kitchen, school.) build a model kibbutz, using boxes as Gidal, My Village in make mural showing the layout of a kibbutz. Israel, p.20 and cover page. about the way in which work gets done in an ly. Who washes, irons, cooks and cleans for Slides of kibbutz buildings- Does one person do all of these things? (in he mother) Does the mother have more than Gidal, My Village in oSe five children to act out an American Israel, pp. 13,20, the mother act out all her duties. The fa- ave for his job which he can be shown doing Slides of woman at work. rt of the room. The children can leave for entire day should be shown. Show pictures of 42 19 G. Certain family functions are found universally in all societies, but other functions of the family vary widely from society to society. . A division of labor makes possible increased pro- duction. Applies previously - earned concepts and generalizations to new data. Although certain family . In our society, children are with their functions are found parents most of the time; in a kibbutz, the universally in all soci- children visit their parents every day. eties, other functions The parents provide them with love. of the family vary widely fttim society to society. G. In all societies people are expected to behave in certain ways and not to behave in certain ways. 20 - women doing various jobs on a kibbutz. Ask: mother cook for her family? Does each father w his family alone? Does a child on a kibbutz ha\ person to wash, iron, and cook for him? Do maw' people do these jobs? If your mother got sick, jobs would you have to do?" (Try to elicit the all housework would have to be done by the fath dren in most homes. However, in some a woman mi to come in and held.) Ask: Is this true on a (Lead children to see that it is not true, becau son is assigned to one kind of job at a time.) be presented in a problem for the children to so the number of children in the class and pretend make up an entire kibbutz. Emphasize the fact t one must work. Help them see why it would not 11) each person to choose his own job.Make a list that would have to be done each day and decide w The list should consist of cook, laundry, nurse. farmer, etc. Make sure each member of the class Ask: "Do you think that you can work faster whe one job to do all day long, or when you have to different kinds of jobs? Why? Is there much wo done on a. kibbutz? Why do you think the people up the jobs the way they have?" (Using these ki questions, guide the discussion so that the chil that division of labor is an efficient means of what is done when there is a great deal of hard done.) Perhaps use example from the school situ show the efficiency of assigning tasks to indivi passing out of materials instead of taking time child to get own.) 24. By way of review, give the children three worksh 25. Read aloud sections of the story, A Da on the which point out differences in sleeping, eating, and going to bed. Tell children to listen for a ways in which David's day is different from thei 26. Read a short story about an American boy who sta night with his friend. Ask: "Did David ever st night with his friends? Would he feel strange with his parents?" 44 - 20 - doing various jobs on a kibbutz. Ask: "Does each cook for her family? Does each father work for amily alone? Does a child on a kibbutz have only one n to wash, iron, and cook for him?Do many different e do these jobs?If your mother got sick, what extra would you have to do?" (Try to elicit the answer that ousework would have to be done by the father and chil- in most homes. However,. in some a woman might be hired me in and help.) Ask: "Is this true on a kibbutz, too?" children to see that it is not true, because eachper- s assigned to one kind of job at a time.) This could esented in a problem for the children to solve. Take umber of children in the class and pretend that they up an entire kibbutz. Emphasize the fact that every- ust work. Help them see why it would not be wise for person to choose his own job. Make a list of the jobs would have to be done each day and decide who will do it. ist should consist of cook, laundry, nurse, teacher, r, etc. Make sure ea'h member of the class gets a job. "Do you think that you can work faster when you have ob to do all day long, or when you have to do many rent kinds of jobs? Why? Is there much work to be on a kibbutz?Why do you think the people have divided e jobs the way the, have?" (Using these kinds of ions, guide the discussion so that the children can see division of labor is an efficient means of organizing is done when there is a great deal of hard work to be ) Perhaps use example from the school situation to the efficiehcy of assigning tasks to individuals. (e.g. ng out of materials instead of taking time for each to get own.) See Appendix for work- of review, give the children three worksheets. sheets on kibbutz. aloud sections of the story, A Day on the Kibbutz, A Day on the Kibbutz, point out differences in sleeping, eating, working, parts I, III, VI, X. ing to bed. Tell children to listen for all the See Appendix for in which David's day is different from theirs. story. short story about an American boy who stays over- Clymer, Now That You Are with his friend. Ask: "Did.David ever stay over- Seven, p. 31, para- with his friends? Would he feel strange if he stayedgraph 5 to p. 34, para- lis parents?" graph 6. 45 semengeorsmoullom=asmounli 21 - G. Although age and sex 5. In a kibbutz a n1 are principles used uni- older children t versally to differentiate tuck younger chic status and role within the happens, however family, the specific roles partioqlar kibbu4 differentiated by these principles are organized very differently from soci- ety to society. S. Checks on the bias and competency of witnesses and authors. , A. EVALUATES SOURCES OF INFOR MATION BEFORE ACCEPTING GENERALIZATIONS. G. In every society human 6. In a kibbutz,if beings learn a culture in night and is afrc the course of growing up; is:not there. E this culture is the learned ofthe older chi behavior patterns of their or bring him .a d group. G. In all societies people are expected to behave in certain ways; they are expected to believe that certain things are good and certain.:. things are bad. G. Certain family functions , are found universally in all societies. G. Other family functions vary widely from society ,t.t5 society. 46 - 21 - 5. In a kibbutz a nurse usually puts the ni- older children to bed; parents often iate tuck younger children in to bed. What n'the happens, however, depends upon the roles particular.kibbutz. se zed soci- es. INFOlEt7- NG 6. In a kibbutz,..if a child awakenS at e in night and, is afraid or sick, his mother up; is not there. Either the nurse or one earned of the older children might comfort him their or bring him,a drink. le are certain ed to things things on s in e ty 22 - 27. Have the children read each story in "Where?" and decide See Appencix for where the child in the story lives. stories. 28. Let children discuss briefly some of the reasons why they might want their parents during the night. Ask: "How would you feel if they were not there? Would you just as soon have another child take care of you? Why do you feel this way?" (Have learned to expect certain kinds of behavior) "If you were brought up in a kibbutz, a child comforting you would seem natural." Ask children to recall story of David. Ask: "Do you think parents ever comfort children in a kibbutz? Why do you think children visit parents and parents visit children?" 48 23 Human beings everywhere have 8. Children live with other groups of acquired the need for gregari- children near their own age. ousness; these acquired needs re- sult from the fact that human beings are dependent for care and sustenance longer than any other animal; thus all human beings are incorporated into primary groups and learn aspects of a group's behavior. Every culture must provide 9. Babies are taken care of in nurseries. for the satisfaction of the Mothers visit them at feeding time and elementary biological require- take them out for a walk. ments such as food, warmth, and the need for positive affect and gregariousness. Although certain family functions are found univer- sally in all societies, other functions of the family vary widely from society to society. In almost all societies 10. Toddlers live together in groups of some aspects of the social- eight. ization of children are en- trusted to people outside the child's family. In all societies people are expected to behave in certain ways and not to behave in certain ways. 49 -- 24 - 29. Show pictures of children playing and eating together. Ask: "Are these children the same. age or of different ages? How are these children like you?" Give the worksheet on finishing story of The Stranger. 30 Show a picture of babies in the nursery. Ask: "Who is taking care of the babies?Do you see any of the mothers?" Then show the picture of mothers wheeling their babies outside. Ask: "Who is taking care of the babies now? Who do you think takes care of the babies most of the day?Would all societies have to provide some ways of taking care of babies? Could a baby live if it were not taken care of by older people?Why do you think babies come to like having people around?Why do you like being around other people?Would you like going off and living by yourself? Why or why not?" Also ask: "What would we call the building where the babies live in a kibbutz?" (nursery) Add this building to the model kibbutz, and add a new building for each age group discussed. 31. Show pictures of children eating in toddler's dining room, under the supervision of a nurse. Ask whether any of the children in our class are from large families. Give the children this problem and let them decide the answer. They could pretend to all live together on a kibbutz. Who wovld take care of them?What would they need?Let them determine their own needs and how the kibbutz provides for them. 50 - 24 - s of children playing and eating Slides on communal. meals. sk: "Are these children the same fferent ages? How are these children Edelman, Israel, New People in an Old Land, pp. 89, 11. sheet on finishing story of Hoffman, The Land and People of Israel, insert e of babies in the nursery. Ask: following p. 64. g care of the babies?Do you see thers?" Then show the picture of Pinney, Young Israel, ing their babies outside. Ask: "Who p. 16, 59. e of the babies now? Who do you think the babies most of the day? Would Gidal, My Village in have to provide some ways of taking Israel, p. 21. s? Could a baby live if it were not by older people?Why do you think See Appendix for The o like having people around? Why do Stranger. g around other people? Would you like living by yourself?Why or why not?" hat would we call the building where ve in a kibbutz?" (nursery) Add this he model kibbutz, and add a new Pinney, Young Israel, each age group discussed. pp. 56, 5i,Tr:- of children eating in toddler's dining Hoffman, The Land and he supervision of a nurse.Ask whether People of Israel, ildren in our class are from large p. 64. ve the children this problem and let he answer. They could pretend to all on a kibbutz.Who would take bare of ould they need? Let them determine ds and how the kibbutz provides for 51 -25- . In almOst all societies 11. Kindergarteners go-to school in groups some aspects of the social- of16; they do ,much the same kinds of ization'of children are en- things in kindergarten as children do trusted to people outside in the U.S. These children sleep in the child's family. the same building, too. People everywhere must learn to behave in the ways they do, just as we learn to behave in the ways we do. (Culture is learned, not inborn.) In every society human 12. Children go to school from grade one beings learn a culture in through high school. Children ages 6 the process cd growing up; to 12 live in one building and go to this culture is the learned the same school. behavior,patterns shared by members of their group. . In almost all societies some aspects of the socialization of children is entrusted to people outside the child's family. All people, regardless of where they live or to what race, nationality, or religion they belong, have many things in common. . Societies differ as to how they expect people to act and as to what they think good and bad. - 26 - 32. Ask children to think about their first few days of kindergarten. (Many new things to do, missed their mothers at first, etc.) Show pictures of children in a kibbutz kindergarten. Ask: "Did these children know each other when they started kindergarten? How do you suppose they felt? How did, you feel when you started kindergarten? (Point out that children on a kibbutz come to think of other children much the way we do about brothers and sisters.) Ask: "Why do you think the kii3butz has a kindergarten?" 33. As an introduction to this next section, ask children to recall the way in which David's day began. Ask: "Did he walk as far to school as you do? Did his friends come from their own houses? How is that different from your morning at school?" Show pictures of school-age kibbutz children, and ask children to watch for ways in which these children learn, work, and play as American children do, even though their work is somewhat different. Have one boy act out David's role in the story to have the children recall the story. 53 - 26 - ink about their first few Pinney, Young Israel, en. (Many new things to do, pp. 16, 17, 56. rs at first, etc.) Show en in a kibbutz kindergarten. Slides of children in hildren know each other when kindergarten. rgarten?How do you suppose d, you feel when you started int out that children on a ink of other children much t brothers and sisters.) think the kibbutz has a to this next section, ask Slides of children at the way in which David's day school. he walk as far to school as riends come from their own Israel 1954, pp. 152, 154. at different from your morning pictures of school-age kibbutz Pinney, Young Israel, children to watch for ways in pp. 18, 19, 25, 35. en learn, work,.and play as do, even though their work is Gidal, My Village in Israel, pp. 6, 15, 38, 39, 69. ut David's role in the story en recall the story. Edelman, Israel, New People in an Old Land, Hoffman, The Land and People of Israel, p.64. 54 - 27 - G. Families in all societies B. Kibbutzim children w delegate responsibilities to do different kinds o different family members; age kibbutz. and sex are principles used in all societies to differen- tiate family roles and status. G. People everywhere must learn to behave in the ways they do, just as we must learn to behave in the ways we do. G. Certain family functions C. Members of a family" are found u:Aversally in all frequently. societies. 1. In addition to t S. Gains information from pictures. day, parents fin children. The p G. Each family has ways of doing the children. things which arc, unique, although most of its ways are shared with other families in the same society. G. Certain family functions are 2. High school age found universally in all visit and play w societies. brothers and sis S. Listens for main ideas and D. The kinds of meals e supporting details. different from ours. breakfast and noon me 55 - 27 - [ocieties B. Kibbutzim children work, too; they learn to bilities to do different kinds of jobs done on the members; age kibbutz. ,iples used to differen- s and status, must learn ways they do, earn to behave nctions C. Members of a family-visit with each other ally in all frequently. 1. In addition to the work they do every from ictures. day, parents find time to visit the children. The parents provide love for ays of doing the children. unique, although are shared with the same society. nctions are 2. High school age children often come to in all visit and play with their younger brothers and sisters. ideas and D. The kinds of meals eaten on a kibbutz are s. different from ours. People eat a large breakfast and noon meal. Supper is light. 56. - 28 - 34 Referring to the pictures. of children working, a kinds of jobs do the children have?Are they li tasks you (Llo to help around the house? Have an stayed on a farm? Are any of the jobs that chil on the farm like those you see the kibbutz child Why do you think they do. one'job'.part of the tim a different job?" "Have'You studied any family give children some jobs to do ?'- DO these jobs di and girls in our society? DO they differ for bo on the kibbutz? How do the jobs of children dif those of adults on the kibbutz?" Pantomiming could be used here as an activit children. Choose six children to pantomime jobs children on the kibbutz do daily. Have the job card. Each child would act out his job while th guesses what he is doing. Some of the jobs woul gardening, wiping dishes, picking fruit, cleanin etc. 35. Show pictures of families together and parents p. with their children. Ask: "What is this family Who is getting the most attention?Who gets the attention in your family?" (Discuss with childr feelings when they do not feel they are getting attention) "Do you think all of the families in kibbutz are alike in all ways?Are your familie in all ways? Why not?" Show filmstrip Family o to illustrate the different types of family life 36. Show pictures of older children playing with the cnes. Ask: "Who do you suppose these older chi Do your brothers and sisters play with you? Do these children see their brothers and sisters as you see yours? Why do you think older brothers visit younger brothers and sisters?" 37. Read aloud and ask children to listen to find ou kibbutz children eat for breakfast, noon meal, a List the foods for each meal on a large sheet of Compare with what pupils eat for breakfast. Per comparative chart can be made by a group. For a at snack time serve typically Jewish food to shot difference to the children. 57 11== .=ammng,11-BWMWMInfeS. 28 ing to the pictures' of children working, ask: "What of jobs do the children have?Are they like the you do to help around the house? Have any of you on a farm?Are any of the jobs that children do farm like those you see the kibbutz children doing? you think they do One'job--Part of the time and then erent job?". "Have you studied any family that doesn't hildren some jobs to do?DOthese jobs differ for boys rls in our society? Do they differ for boys and girls kibbutz? How do the jobs of children differ from of adults on the kibbutz?" n.tomiming could be used here as an activity for the en. Choose six children to pantomime jobs that the en on the kibbutz do daily. :Have the job printed on a Each child would act out his job while the class s what he is doing. Some of the jobs would include ing, wiping dishes, picking fruit, cleaning cottages, Actures of families together and parents playing Slides'of families. Fheir children. Ask: "What is this family doing? is getting the most attention? Who gets the most Pinney, Young Israel, ion in your family?" (Discuss with children their p. 60. lgs when they do not feel they are getting enough Lion) "Do you think all of the families in the Gidal, My Village in z are alike in all ways? Are your families alike Israel, p. 26. 1 ways? Why not?" Show filmstrip Family of Israel Lustrate the different types of family life. Filmstrip: Family of Israel, Encyclopedia ,dctures of older children playing with the younger Britannica. Ask: "Who do you suppose these older children are? r brothers and sisters play with you?Do you thinkPinney, Young Israel, children see their brothers and sisters as often as pp. 49, 59. ee yours? Why do you think older brothers and sisters younger brothers and sisters?" Gidal, My Village in Israel, p. 26, 27. aloud and ask children to listen to find out what tz children eat for breakfast, noon meal, and supper. Joy, Young People of the the foods' for each meal on a large sheet of paper. Eastern Mediterranean, re with what pupils eat for breakfast. Perhaps a p. 178. rative chart can be made by a group. For an activity ack time serve typically Jewish food to show the Gidal, My Village in rence to the children. Israel, p. 20-7. Background paper. 58 29 All people everywhere have E. Children on a kibbutz enjoy a variety of certain basic physiological recreational activities. drives, although they satisfy them differently. A division of labor makes F. People,on the kibbutz work in- the.fields it possible to increase pro- groW. fOod They raise corn, wheat, duction. fruits, and garden vegetables. However, each=-Trianyie assigned one of several jobs; Ways of living differ from no fartheitries to do all of the jobs our one society tc another; indeed farmers will do. In return for their each culture is unique. work, people Shake the products and things purchaSed by sale of products. No father All cultures require a works to supportjust.his own family. certain minimum of recip- Children'are!aUPported by the joint rocal behavior for coop- efforts of the community. Money is not eration to obtain sub- used within the kibbutz. sistence and other ends of social life. Functions of the family vary widely from society to society. Gains information from pictures. 59 - 30 - 38. Show children slides and pictures of children playing at the kibbutz. Play an 'Ir,sraeli game such as Meirutz Le-Veith Merchatz or Pa'Alk::Akhat with the claSs. children: "Do the children at the kibbutz play the'samethe games we would play?" Have them note the similarities. 39. Teach the children some of the folk songs of Israel using the Folkways recordings or the videotape, Music of Israel. 40. Read"The Thief Who Was Too Clever"to the class.Ask them to conpare it with other folktales they have heard. 41. Read section IV from the story abOut David. Ask the children why,,people,who,liveon_a kibbutz need to eat big meals in the morning,and.at.noon. Make a bulletin .bOard showing a-kibbutz breakfast and, contrast with it, the kind of breakfast an American..child might eat. (Use pictures cut from magazines 0r:children's drawings.) 42. Read a short story about an American child who goes shopping with his grandmother. Ask: "Do you think this could happen on a kibbutz? DO people on the kibbutz need to buy groceries? Do they use money?Who provides the things they need? Who provides the money for the things you need?" Ask children to think back to story of David. "What did David's father do? Did he do all jobs on the farm? How was he paid for his work?" 43. Show pictures of people working on farms and let children review what they have learned about the jobs people do. As you show pictures, ask children to name some of the foods they see. Use the filmloop The Kibbutz to illus- trate the preparation of food. Also review pictures shown earlier (e.g. Edelman, p.69, Pinney, p.35, Gidal, p.39.) 60 - 30 - slides and pictures of children playing Slides of children . Play an Israeli game such as Meirutz playing. atz or Pa'Am Akhat with the claSs. Ask the children at the kibbutz play the` same Pinney, Young. Israel, play?" Have them note the similarities. 'pp. 48-9. Hi Neighbor, Book Two, pp. 32, 35 - 36. dren some of the folk songs of Israel Recordings: Israeli ways recordings or the videotape, Music Songs for Children and Holiday Songs of Israel, Folkways Scholastic RecOrds..- Videotape: Music of Israel, Chelmsford ITV. Who Was Too Clever"to the class. Ask "The Thief Who Was Too e it with other fo1ktales they have heard. Clever,"Hi Neighbor, Book Two, p. 29. V from the story about David.Ask the A Day on the Kibbutz, eople who live op,a kibb.o.tz need to eat ?art IV. See Appendix e morning ,and at noon. Make a bulletin fdr, story. ' a. kibbutz breakfast and, contrast with it, akfast an American child might eat. (Use om magazines or children's drawings.) tory about an American child who goes Taylor, Now That You Are ais grandmother. Ask: "Do you think this Eight, pp. 29-32. a kibbutz?Do people on the kibbutz need -s? Do they use money? Who provides the -d? Who provides the money for the things children to think back to story of David. 's father do? Did he do all jobs on the he paid for his work?" f people working on farms and let children'Israel, 1954, p.. 152. y have learned about the jobs people do. Edelman, Israel, New People tures, ask children to name some of the in an Old Land,p. 144. Use the filmloop The Kibbutz to illus- Pinney, Young Israel, p.34. ration of food. Gidal, My Village in Israel, pp. 15, 38, tures shown earlier (e.g. Edelman, p.69, P.dal, p.39.) 61 wawa. - 31 G. People living in a particular physical environ- ment use it according to their cultural values, knowledge and technology. G. All cultures require a certain minimum of recip- rocal behavior for coop- eration to obtain sub- sistence and other ends of social life. G. Machinery makes possible greater production per person. , A division.of labor makes it 1. The kibbutz sells so possible to increase pro- in the cities; it het duction. money,. to buy things I itself. G. Ways of -living. differ from 2. People on a kibbutz d one society,to.another; in- buy clothing. They g 1(eld.each-culture in unique.. house where it is giv have to pay for thing because their work .pa 62 aii - 31 -- viron - to gy -ip- P- le person. kes it 1. The kibbutz sells some of its food to people ro- in the cities; it helps the cities and gets money to.buy things it cannot produce itself. from 2. People on a kibbutz do not go to a.store and in- buy clothing. They go to a ,clothing store nique.. house where it is given to them. They don't have to pay for things at the storehouse because their work pays for the clothing. 6. 32 44. Ask: "What did you see in the pictures tha how hard the people work?" (working withou using water sprinklers) Use the map to revi that much of Israel is very dry and it.takes work to irrigate (water) the crops. The cl an experiment with two small plants. Child give one water and the other sunlight. Ask: farmers on a kibbutz have as many machines t as our farmers have? Who does the extra wor life different on a kibbutz because of this? people on a kibbutz live together as famine instead, are children taken care of in nurse Discuss the reasons why many. different build needed. Go over who lives where. Explain t kibbutz couldn't function so efficiently if have their housing separated. 45. Through hard work, however, the people raise food than they need to feed the people livin kibbutz. Ask: "What do you suppose happens extra food?Why do you suppose they work so raise this food if they don't need it to eat Show slide of oranges being shipped. 46. Ask children to think about how the kibbutz the money gained from selling food. "What w need that they couldn't grow or make on the (clothing, etc.) "Where do you buy clothes? families in kibbutzim need to buy clothes? kibbutz get the clothes for the storehouses? ej" - 32 e in the pictures that tells us rk?" (working without machines, ) Use the map to review the fact very dry and it.takes much hard r) the crops. The class can do small plants. Children can other sunlight. Ask: "Do the ave as many machines to work with Who does the extra work? How is bbutz because of this? Why don't ve together as families?Why, taken care of in nurseries?" y many, different buildings are lives where. Explain that the ion so efficiently if they didn't arated. ever, the people raise more Slides of fruit being o feed the people living on the shipped. do you suppose happens to the ou suppose they work so hard to ey don't need it to eat?" being shipped. about how the kibbutz might use selling food. "What would people 't grow or make on the kibbutz?" ere do you buy clothes? Do need to buy clothes? How does the es for the storehouses ?" - 33 G. Ways of living differ from 3. Although c one society to another; indeed on the kib each culture is unique. small allo on vacatio S. Uses table of contents. III. Children in a kibb G. In almost all societies some good and bad behav aspects of socialization of much of this expec children are entrusted to other than their p people outside the child's teachers, older br family. A. In a kibbutz, G. In all societies people are good behavior expected to behave in certain and doing one' ways and not to behave in certain ways; they are expected to believe that certain things are good and certain things are bad. G. In every society human beings learn a culture in the process of growing up. G. Both positive and negative sanctions are used to teach the child to act in certain ways. G. Within the primary group of the family in our society, the parents and older. siblings direct expectations (organized into roles) toward the child. In some societies aunts and uncles or other relatives also play a part in teaching roles to children. GB - 33 - ,r from 3. Although children need no money er; indeed on the kibbutz, they are given a ue. small allowance when they go on on vacation. III. Children in a kibbutz are taught what is ties some good and bad behavior, although they learn ation of much of this expected behavior from people ted to other than their parents. (e.g. nurses, child's teachers, older brothers and sisters.) A. In a kibbutz, an important part of ople are good behavior is being a good friend in certain and doing one's share of the work. ave in are expected tain things n things are man ure in ing up. egative to teach certain group of the ty, the iblings direct ized into hild. In s and uncles also play a les to r' 67 - 34 - 47. Read aloud the story about a family that is planning Judy's Visit to to visit some relatives in Tel Aviv. Ask: "What might Tel Aviv. See the people need that they don't use on the kibbutz? Appendix. Where do you suppose they will get it? Will they need money?Where will they get it?" Slides of Tel Aviv. 48. Review story about David and one of his friends who A Day on the Kibbutz, misbehaved and was punished by the nurse. (Let parts VI and X. children use table of contents of story to locate See Appendix. parts of the story that should be reread. Ask the children to listen to find out what the boy has done wrong.) Ask: "How did the nurse punish the boy? How did the other children help the boy learn to behave? Do you try to do things the way your friends want you to Why? Can you think of any behavior like this that would be punished in your family?" Give the children the worksheet on behavior. They See Appendix. are to determine why the boy or girl acted wrongly and let them judge what the punishment should be. 68 - 3 5 . All cultures require a certain minimum of reciprocal behavior for cooperation to obtain sub- sistence and other ends of social life. B. Values which parents think most important for children to learn are work, love, humanity, responsibility to the kibbutz, and good character. . In all societies people are expected to behave in certain ways and not to behave in certain ways; they are expected to be- lieve that certain things are good and certain things are bad. Societies differ as to how they expect people to act and as to what they think good and bad. Ways of living differ from one society to another; indeed each culture is unique. All people, regardless of where they live or to what race, nationality, or reli- gion they belong, nave many things in common. 69 - 36 49. Read a story about "being a friend" from Now That You Taylor, Now That You Are Eight. "Would the girls behavior be considered bad Are Eight, pp.15- if she were living on a kibbutz?" 20. Discuss how the Japanese girl should have been treated. 50. Go back and review the activity #45. From this have the children compile a list of behavior rules. Discuss what rules the kibbutz children would be more likely to obey and which ones American children should obey. Note the similarities of behavior rules. 51. Invite an exchange teacher or student or a person whc has been to Israel to talk to the class about Israel. Make a list of questions to be asked. Include questions on the kind of behavior expected of children on a kibbutz. (Or if visitor has not been to a' kibbutz, ask him to compare kinds of behavior expected of Israeli children in general with kinds expected of children in this country.) 70 - 37 - G. Both positive and C. When children mis negative sanctions are by nurses or teat used to teach the child by parents; the t to act in certain ways. the children to h together as a gro G. In almost all societies some aspects of sociali- zation of children are en- trusted to people outside the child's family. G. In almost all societies some aspects of sociali- zation of children are en- trusted to people outside the child's family. G. Within the primary group of the family in our society, the parents and older sib- lings direct expectations (organized into roles) to- ward the child. In some societies aunts and uncles or other relatIves also play a part in teaching roles to children. S. Applies previously-learned concepts and generalizations to new data. S. Gains information from pictures. G. In all societies people are expected to behavein certain ways and not to behave in certain ways; they are expected to believe that certain things are good and certain things are bad. - 37 - and C. When children misbehave, they are punished dons are by nurses or teachers and only infrequently the child by parents; the teachers and nurses teach ain ways. the children to help each other and to work together as a group. societies f sociali- dren are en- ple outside mily. societies f sociali- dren are en- ple outside mily. mary group in our society, d older sib- xpectations o roles) to- . En some s and uncles ives also teaching ren. usl -learned eneral.zations ion from es people o behave in nd not to ain ways; ted to believe hings are good ings are bad. irameneleaulelemilIMINNIIMINIOSIMEMIlme - 38 - 52. Ask the children to think back to the stories about kibbutz children who misbehaved. How did thoSe children know they had been had? Who told them or punished them? (nurses, teachers, seldom parents) 53. Put "nurses, teachers, parents" on the board in three well-spaced columns. Referring to the list of rules for kibbutz children, have class members classify each rule under the proper heading. Some rules may go in more than one column. During the accompanying discussion, ask: "Are parents with their child very much of the time?Do you suppose they punish them very often? What other kind of family can you think of where the parents leave the job of punishing children to others?" (Hopi) "Do parents help teach children how to behave even if they don't punish them?" Give worksheets in which the children are to See Ap read about a problem and decide who should discipline work the child: Lurse, teacher, or parent. 54. Show pictures of kindergarteners. Ask someone to Slides describe what the children are doing.. (going somewhere together, staying in line together, Pinney getting along nicely, etc.) Ask: "Does that remind you of what you were taught in kindergarten? Why is Gidal, it important?" Isra . 73 - 38 - k back to the stories about behaved. How did those een bad? Who told them or teachers, seldom parents) arents" on the board in s. Referring to the list of en, have class members the proper heading. Some n one column. During the ask: "Are parents with the time? Do you suppose ten? What other kind of where the parents leave the n to others?" (Hopi) "Do ren how to behave even if hich the children are to See Appendix for decide who should discipline worksheets. er, or parent. arteners. Ask someone to Slides cf kindergarteners. en are doing. (going ing in line together, Pinney, Young Israel, p.16. c.) Ask: "Does that remind ght in kindergarten? Why is Gidal, My Village in Israel, p. 7. 74 - 39 - G. All cultures require a certain minimum of reciprocal behavior for cooperation to obtain sub- sistence and other ends of social life. G. Within the primary group of the family in our society, the parents and older sib- lings direct expectations (organized into roles) to- ward the child. In some societies aunts and uncles or other relatives also play a part in teaching roles to children. G. The family is the IV. Children in a kibbutz have p basic social group found brothers and sisters even th in all societies; certain not live together in the sam family functions are found family provides for Some fun universally in all societies. are provided in all societie societies have families, alt G. Families in all societies differ as to functions and o delegate responsibilities Each learned way of life is and rights (specific roles) different. (A kibbutz famil to different family members; from most other families in age and sex arq principles does not live together, nor Used in all "societies to economic function.) differentiate family roles and status. G. Although the family as a basic group is found in all societies, families differ widely from society to society, as to how they are organized and as to their functions. - 39 - IV. Children in a kibbutz have parents and brothers and sisters even though they do not live together in the same house. The family provides for some functions which are provided in all societies. All societies have families, although they differ as to functions and organization. Each learned way of life is somewhat different...(A kibbutz family is. different from most other families in that the family does not live together, nor does it have an economic function.) 76 40 - 55. Ask children to remember some other people who visit young kibbutz children. (older brothers and sisters, maybe other people who work on the kibbutz) Ask: "Do you think these people help teach the children what is right and wrong?" Culminating Activities 56. Show film Israel, Land of Promise to show all of Israel and-E3Viit has developed or the videotape From the Children of Israel: Shalom. 57. Transform the class into a "Day On the Kibbutz." Have children dress in shorts and have a definite job to do. Go through daily activities and the evening visit to the parents. Serve cookies and play Israeli records. Dances and games could be played. 77 40 - ember some other people who visit ren. (older brothers and sisters, who work on the kibbutz) Ask: people help teach the children rong?" and of Promise to show all of Film: Israel, Land of as developed or the videotape Promise, Associated f Israel: Shalom. Fill m Services. Videotape: From the Children of Israel: Sha om, CHILDREN OF OTHER LANDS, Chelms- ford ITV. into a "Day On the Kibbutz." Hi Neighbor, Book Two, .in shorts and have a definite pp. 27 - 37. ..1gh daily activities and the e parents. Serve cookies and play ances and games could be played. 41 People everywhere must learn to behave in the ways they do, just as we must learn to behave in the ways we do. (Culture is learned, not inborn1) Each way of life (culture) is unique. Applies previously-learned Soncetsarlizationsto new data. . Generalizes from data; tests hypotheses against new data. M..1. people haVe -,ertain V. All people, regardless of where they live physical drives, although or.to what race, nationality, or religion they satisfy them differently. they belong, have many things in common. Certain faMily functions are found universally in all societies. . Human beings everywhere have acquired a need for positive affect (affection) and inter- action with other human beings (gregariousness). 79 42 - 58 Make a mural contrasting American family life with kibbutz life. Perhaps add scenes to show contrasts with family life of other societies studied during grades one and two. Possible scenes: mealtime, sleeping room, jobs of children, jobs of mother, taking care of babies, family playing together or sharing things together, or being together. If comparison is done only between kibbutz and American families, include some scenes such as family mealtime compared with communal mealtime; child's bedroom compared with dormitory room; U.S. child carrying groceries and kibbutz child feeding chickens; American mother playing with child and kibbutz mother visiting child, etc. Then ask children to look at scenes for things that are alike. (All people must eat and sleep. Children are taught to do jobs, although the jobs may differ. Mothers provide children with love in every society, etc.) 80 43 - G. Human beings everywhere exhibit the same kinds of emotions. - 44 - 59. Select prints from The Earth, Home of People picture packet that depict children engaged in activities in cultures that have not been studied. Ask: "What do you see in the picture?How are the people in the picture like you and me?How are they not like you and me? If'you had a chance, would you like to spend some time with the people in this picture?" Handle the discussion in a nonjudgemental probing manner. This discussion should provide some evaluative data regarding children's understanding of the concepts and attitudes developed in the study of the cultures in the program. 82 - 44 - om The Earth, Home of People picture Study prints: The Earth, ct children engaged in activities in Home of People, Silver ve not been studied. Burdett. do you see in the picture?How are e picture like you and me? How are u and me? If*you had a chance, would d some time with the people in this iscussion in a nonjudgemental probing scussion should provide some evaluative hildren's understanding of the concepts veloped in the study of the cultures 83 EDUCATIONAL MEDIA BOOKS FILM -LOOP Clymer, Eleanor, Now That You Are Seven, New York, Association Press, 1963. Edelman, Lily, Israel, New'People in An Old Land, New York, Thomas Nelson and Sons, 1958. Israel, Land Promise, Service. Essrig, Harry and Abraham Segal, Israel Today, New York, Union of American.. This Is Israel, Weston Woo Hebrew Congregations, 1964. FILMSTRIPS Gartler, Marion, Judith Laikin and George Hall, Understanding Israel, Family of Israel, Encyclop River Forest, Ill., Laidlaw Brotheks, 1962. 'Negev Desert, Encyclopedia Gidal, Sonia and Tim, My Village in This Is Israel, Encycloped Israel, New York, Pantheon, 1959. RECORDINGS ;tidal, Sonia and Tim, Hi Neighbor, Book Two, New York, United States Committee Holiday Songs of Israel, F for UNICEF. Scholastic Records. :Hoffman, Gail, The Land and People of Israeli Songs for Children, Israel, New.York, Lippincott, 1960. Scholastic Records. Holisher, Desider, Growing Up In Israel, SLIDES New York, Viking Press, 1963. 1. Desert land with Bedou Charles, Getting to Know Israel, distance New York, Coward-McCann, 1960. 2. Fertile valley ,Pinney, Roy, Young Israel, New York, Dodd, Mead and Company, 1963. 3. Fish ponds and cultiva 'St. John, Robert, Life World Library - 4. Barren, rocky hills of = Israel, New York, Time Incorporated, 1962. 5. Olive grove l'Taylor, Sidney, Now That You Are Eight, 6. Large cotton field New York, Association Press, 1963. EDUCATIONAL MEDIA FILM-LLOOP t You Are Seven, Community Life in Israel: The Kibbutz, Press, 163. Ealing Film-Loops. eW'People in An FILMS:: otas'Nelson and Israel, Land.of Promise, Associated Film Service. am Segal, Israel n of American.. This Is Israel, Weston Woods. 1964. FILMSTRIPS Laikin and dinq Israel, Family of Israel, Encyclopedia Britannica. aidlaw Brothe'rs, 'Negev-Desert, Encyclopedia Britannica. Village in This Is Israel, Encyclopedia Britannica. theort, 1959. RECORDINGS i Neighbor, Book States Committee Holiday Songs of Israel, Folkways Scholastic Records. and People of Israeli Songs for Children, Folkways pincott, 1960. Scholastic Records. inUp In Israel, SLIDES. 963. 1. Desert land with Bedouin Camp in the o Know Israel, distance nn, 1960. 2. Fertile valley el, New York, y, 1963. 3. Fish ponds and cultivated land World Library - 4. Barren, rocky hills of Judea e Incorporated, 5. Olive grove t You Are Eight, 6. Large cotton field Press, 1963. 7. Cow barn with cows grazing on the 22. New Mizra Kibbutz 23. Worke 8. Cows grazing near bundled hay on readi Kibbutz 24. Kitch 9. Young calf in crib in barn on Kibbu Kibbutz 25. Mothe 10. Kibbutz farmers using machine to daugh chop stalks for feed 26. Fathe 11. "Chicken Hotel" (large chicken lawn coop on Kibbutz) 27. Girls 12. Chickens laying eggs and enjoying the view from "Chicken Hotel" 28. Fathe playg 13. Tomato picker emptying bucket of tomatoes into box 29. Boys kinde 14. Man picking grapes in Kibbutz vine- yard 30. Child eleme 15. Man and woman packing grapes for shipment to market 31. Teena 16. Two boys sitting on camel 32. Boys 17. .Folir camels riding in open truck 33. Twb b 18. Housing and floral landscape on 34. Three Kibbutz arm i 19. Farmer and wife standing in front of 35. Large their house camp 20. Mother and son standing next to sink 36. Boys o and stove in farmer's kitchen 37. Israel 21. Farmer and family sitting at table in living room in farmer's house 38. Israel tents 86 h cows grazing on the 22. New dining hall on Kibbutz z 23. Workers having lunch, chatting, and near bundled hay on reading newspaper in dining hall 24. Kitchen for dining hall on Mizra n crib in barn on Kibbutz 25. Mother reading book to young ers using machine to daughter on lawn of Kibbutz for feed 26. Father playing with daughter on el" (large chicken lawn of Kibbutz utz) 27. Girls relaxing on hammock ing eggs and enjoying m "Chicken Hotel" 28. Father and young child playing on playground of Kibbutz kindergarten r emptying bucket of co box 29. Boys and girls sitting at table in kindergarten with toys in background grapes in Kibbutz vine- 30. Children at desks with teacher in elementary classroom an packing grapes for market 31. Teenagers in classroom with teacher tting on camel 32. Boys playing with mule riding in open truck 33. TwO boys boxing floral landscape on 34. Three chums, about eight years old, arm in arm wife standing in front of 35. Large group of boys standing with camp director son standing next to sink 36. Boys on a hike n farmer's kitchen 37. Israeli scouts in tree house family sitting at table in in farmer's house 38. Israeli girl scouts standing near tents 87 IssialuzumsenstnvIinsillinvomisinsfttlitffillinmtmes 39. Israeli scouts at flag-raising cere- monies 40. Road sign pointing the way to many cities 41. Partial view of Jerusalem 42. Jerusalem as seen from "old wall" 43. Clock tower standing in a square in Jaffa 44. City and part of Haifa during day 45. City and part of Haifa at night 46. People crossing street in downtown Tel Aviv 47. _Apartment houses in Tel Aviv 48. El Ai Airlines office. building in Tel Aviv Aa. Supermarket -in Tel Aviv VIDEOTAPES From the Children of Israel: Shalom, CHILDREN OF OTHER LANDS, Chelmsford ITV. Music of Israel, Chelmsford ITV. 88 APPENDIX 89 r .<,, y VS-0,11-EL Vas is iSRAEL. A DAY ON THE KIBBUTZ PART I nurseshut outhad theopened light the that curtains. was waking himDavid turned in his sleep. Now,sheHe put ranghis handthe bellover thathis eyesmeant, to up. It was no use. The hisget "You'dclothes. ready better for school!" get up, because Davidopened:his eyes, jumped out of bed, and It.was 6:30 in the morning, but the you have only fifteen minutes to sunhurried was alreadyinto up,.andEach.verythehall'ctoitheir warm.,.of.,the-other''seVen faces:anddressed He the input- brushedschbolroont,'nearly on a childrentheirshortSieevedthe samein teeth. the'Who kind same slept shirtof building inand short Then -.they walked: across clothes. David's room got where :they slept. They. washed pants. of DaVid satdowiT;-111 one Of' the deskswindow- in- bec-taut some of the older children going PART II theclassroom.- Out to work, in Heonethetheir was of morning justthegardens youngest:childreWWho_seven, -- foraeven and halfbefore his giouia'hadhour breakfast!the, lived school intheklouilding,Now thethe teacher came in, followed by or so before breakfast. first thing in David washowever. minutes!hallbeen slowfrom gettingthe bedroom, up. you had to hurry "Hey, Sam!" David called to his friend. Even if the school was just across the to get readya fewin fifteenchildren who had listenedturnedlikeslip"What's you'reinto to eagerlythethehis supposed matter,"class.seat to before findto?" David out the teased,what teacher would "couldn't noticed They sat Ultraight in their seats Before Sam could answer, the teacher happen during the day. you get up thatSamat 6:30 washe wastrying late.' to and differentsincejobs people they kinds weredo ofon seven, workthe kibbutz. thatthey thewould have toJust as David has hoped, she began talking about Last weekmen she do. told the class that, Davidlearn abouthad been all lookingthe the kinds of 'whenalreadyverythesee he carefullysomeonefields,played knew ballwhatdoinghelped every inhis a theto timejobfather grow playground. thathe corn,did.went he'd outside wheat,never noticedandto seefood ifbefore. for he thecould farm He saw him almost every day His father worked in David .grapefruit,werefieldsmanyanimals. shippedand other orlemons. in men.to the the, fruit cities. orchards. Adam's father worked in the big orange groves with The people on the kibbutz grew many oranges, They raised so many that some of them Esther's father didn't work in the He worked in the machine shop whereMike'slearnknew tractors aboutabout father manysome andsaid of newother thatthe ones jobsfarmwe today. could menmachines did,hike butwereto "Today,"thehe repaired. hopedplace said theywhere thewould the teacher, "I have a surprise for you. David Onlyinterestingfishermenhis Mikeparents, raised Mendtook that his theirCarehis hefather hand. ofwantednets. their showed all nets. thehim childrenwhere he inworked the classand how to thesee HeHave said any that,of you one been day there when before?"he visited Mike thought it was so will"Nowit. know we mustwhat talkto look about for." the 'job of the fishermen so "Wethat will you go right after breakfast," said the teacher. PART III nextthe childrento the big left building the schoolroom. where the cookingThe wastime done. before breakfast went quickly. The dining room was nearby, At 7:30, all of In the buildingworkingdining3, room,in David the David gardens.slept saw in, all they of atethe4', inolder the childrendining who had been5 and-6. Because they went to school and slept in the Those boys and girls were in grades seven-year-olds.Sam, one of the older boys. hungry!"-The dining one room of washis noisy.friends added. "I've been working since 6:30, and"Where's the food?" shouted Through the window, room with the drankorangesNextAdamtheDavid kitchen largecameeach could was atookglasses nextsetbigsee good inbowlthedoor. ofthe helpingsnurses ofmilk. middle corn bringing andofof friedthea plate hugetable. fish ofplatters thatcheese. came of first.food from Soon it was on the table. Both boys also David and A bowl of tochildrengive see me theenough talked fishermen. energy and laughed .to walk together. to the river.""This is a very good breakfast," David thought.' They planned their trip As thev'ate, the "It should Breakfast was over at eight o'clock, and the older children PART 'IV .:They went bywent newkibbutz.theShe backclothingbuilding helped to school. to waswhere wash kept. David'sthe,-clothes ,When mother someone for workedevery allneeded of thea newday. people coat onor thea Judy's mother worked in the next building where the David's class started outon'-'the long walk. asthedress, theyfields. shehiked found along. one just the right size inSoon the the big children storeroom. were out of the village and walking through They waved at workers they knew. Pretty soon, they were at the banks of They sang songs -hung upwas-there, uptogether,downtheon somesoMe-polesriver. the nets river. justa largeto toas dry. dry. herip had in promised.one of the nets. The first thing they saw was.a great big fiShing netThen they got down to the shore. Everyone was busy, but there were no fish Then they noticed many bbats far He was mending, or sewing Another man was hanging Mike's father .:for'hungry. the day.intheirto be'seen.the boats boats down until the evening river toand the'lake. then brought in the catch of fish It must be nearly time for dinner." Mike's father"Speaking explained of that fish," the thoughtfishermeri'sailed David, "I'm'bertainly They usually stayed out walkwantedthe backnets. to toask school. and had taken a good look atFinally, the fishing the children boats and had asked all of the questions they The teacher called them together and they began the They went a different way, through a theschool.schoolday.newly village, plantedboys alland grove bygirls itself. of lived trees in. that would grow into a forest someThis path took them back past Oncethe buildingin a while that he thecame high to visit David. David's brother, Joe, was in high It was in a different part of When he came, ,.they usuallyhimDavidtheyshow playedevery 'Joeeven liked day.theclimbedball his garden or brother wentthe he big for wasso old awellhelping walk tree that so into that hefronttake wished David careof the hecouldof. couldschool. see Sometimes No sooner had the graders returned4 to school than it diningwillwasthinkgoingthey time know had.seen. room,aboutto.draw for what dinner.orwhat theayou picture you jobwill willis be oflike. put lateyour into forfather thedinner." pictureat work. so that everyone "Tomorrow,,." said the teacher, "you are each Theytalked for a few minutes about what Now you must hurry to the I want you to always hungry after a morning at school.Dinner was David's favorite meal. PART V For one thing, he was David also liked Mikecake.pattiesnursesdinner teased broughtbecause and one beans ofinit thevegetablewasfrom girlsthe the biggest vegetablebecausesoup first. meal she garden. ofate the so .For day.fast. desert they had David and his friends laughed and talked as they ate. There were also hamburger Today the "I'm just hurry,toresteating helpfind time,"too. fast thea book shesoclass thataboutsaid. learn I'll farming abouthave sotime:his that father's to he go could to job. the bring library it to before school Suddenly David remembered that he wanted: He would have to thatandof them thethe resttookshower hour.a showerhelped duringto. cool the them fifteen off.After minutes dinner, between the 'childrendinner went back to their bedrooms. It was so warm during the middle of the day David dashed into the Most. library.heoff.getshower walkedclean. room over and toout the again building so quickly a block that away he thathardly was had used time as It toa felt good to cool off after the long walk, anyway." "Oh well," he thought, "I hope I got the blackest dirt Then throughabooksDavid picture thathad it ofbeenpagehe a-mancould thereby page. drivingunderstand. before, a tractor.so he knew Thejust library where tohad look books for for children and grown-ups, too. He hoped that the librarian thought he On one shelf he saw a book with He opened it and went waybookmanywaslikepage, reallythe todifferent the butotherschool fields readingmost children andkinds ofhe it.ask them sawof couldthe farms,onwere teacherthe havenew though,kibbutz. toa to chancehim. read and toaloudsome enjoy offrom them-lookedit, it. too. There were a few words he knew on each He decided Theto takepictures the showed That By the time David got back to the school building, it was As=napplanninglookingin hetime.bed. bent atto over picturelook the through book,books. ithis againhead nodded;before hea little.took, it to school. Some of them were sleeping.The other seven children in his bedroom were already David took his book to bed with him, Others were reading or Before he knew it, he was sleeping soundly. . . inourcalled.finally a work,hurry. pulled'"We're his..Pillowcout:from planning a underDavid him. woke up when Mike poked him several times and Whose team do you want Theto beboys on?" talked excitedly about the last game ,and each game when we get through with That got David,Up"Wake.up,". he was,about sure it thatwhen his. the'nurSe'Came team would wininto today. remind. them that it was 2:30. PART VI They were still talking bigEachThis sprinklersdayweekchild he it had.spaded was to,watera David'sjob a thatpart thosP:plants. turn heof wastheto workresponsible.garden-and inAll the of thenvegetableforthe gettingchildrenturned garden. ondone. knew the what 2:30 meant. The part of the garden That was work time. ,work. gettingThewherethey leaves:.on-the'piants hechanged large,andalmost had been jobs working every ready fewwerethis weeks. to brightweek pick. looked green veryand thegood, beans he thought.were Mike and. Judy were feeding the chickens this week, but Working in the garden .79.s hot Still, he was glad that theDavidhadnextsoon resta week waschanceif of theyfinishedMike the to wanted andboyslearn withDavid were. toabout his finishwould work.;many tradebefore different hei_looked jobs. supper. kinds around of towork. see where They would have to start the ball game That way the childrenMike came running When A andtheTverefromfew"Have thenmorethe you chickenheallcame seenanswered,."I there from Adamcoop. exceptthe this far haven't afternoon?" Adam.side ofseen the him vegetable all afternoon. garden. Three of the other boys were with him. "Say, David," Mike said. David thought for a minute He Soon tosupposedcertainly practice to." didn't kicking come the out ball!" to work in the garden"I know!" when said he wasMike. "I'll bet he went over to the playground "Maybe you're right," agreed David. dry.he"I was don't playing think then. he worked in the garden I noticed that some of the girls watered No wonder that part of the yesterday, either. garden.looks so Maybe becausea little Adam bit didn't today. do his job." Its too bad that they had to work PART VII it and spaded it longer just seeto.thethere. how farother. the ball had gone. Sure enough; when the boys reached theHe was slowly kicking the ball from Each-time he kicked, he measured "Hey, Adam!"iyelled Mike. playground'Adamone end.was of the field the distance to '!Don't hisyouthrewtheyou playback otherhave the allto anythingball boys, themday?" to and"do -DaVid:better continuedyou expect to do than that?" AdalW:didn't say anything. "You can play with us if kickingthe rest the of ball.Us to work hard while "Yes, Adam," shodted He just turned: Finally, he.. aboutbegan.David it.said: Judy, Hannah, and Rachel had been Adairi joined the game, too, but The otherThoys quickly got into' climbing hethe didn't big tree seem very happy" teams.andbhe.game. you Want.tO,," toDavid's.olderboysfromacross cheer from the thefor:David's theirtree road brother toclass fromwatch. team. andthe anotherplayground. were having a ball game, theySome: of the older girls-cameThe time went so quickly-that boy even walked by and stopped.- When they saw that the came down. over; too.. they. forofhardly the three swimmingnoticed'When more points,pool. their the audience The gaMe ended in a tie. supper bell rang. Just as they were deciding to play disappeared in the direction Nobody wasted time beatpatientlycouldarguing. them, go tothough.for the the dining boys and the The boys were off in They already sat in their placesroom. waiting The girls whofood.a minute, had gone running swimming as fast as they . WeJudy. only play for the fun of it." -"Oh, it was a tie," answered Mike. PART VIII "Who won the game?" asked- "We don't care, though. anothernoonbrought meal hamburgerin, instead he couldn't ofwould supper. tastehelp secretly When David saw the milk, bread, nowHe was really hungry! Theand bread jam thatwas freshlythe nursewishing made, that this was the How good talkedandthough, grapefruits aboutand it the did fun taste they delicious had grown on the kibbutz. with jam made from As they ate, the boys oranges whentainlyIteased couldknowlots wouldn't thateachofonly people I'motherbe be bestnot about theif which any fun! are together." Ibest were one.,': 'the onlysaid Susy.one there It's much moreone)lcouldhad playingfun to Swim ball the and best. the "But I don't care. and that docer- things girls "Well, . After two glasses of milk and several piecesof bread, ;fOUndparents.toa feltmeminute," attonight." contented.the librarysaid David. today. Nearly every night, the Mike's"Are.you parents ready liveddritherooM to got.)avid?" "I just wan.LitO'get that book Maybe myridad.:will read two boys Walked over together Mike asked. next to David's some of it that I David "In walkingto visit with them. him. Some days David's father Usually they stayed inside.and PART .IX and mother went out talked together. . When David knocked WhatHetoldanyHugging showeddidmore?" her you him abouthis dotightly, father allthe afternoon?baseball theshe David knew she wasni.t,,really on the door, -his motherbooksaid,."MyLgoodness, openedabout farmsit. and askedbut himgame and about the trip to the river. bonit you children scolding himt so he you're dirty! take, showers thoughtaboutthe' thepart much way that about that told that. abOut After his father had we get water for our crops?" readthe forjob.he a Hewhile, did.: knew hethat asked, it hardly everDavid rained hadn't "Do you know to read fromturesaid.hismustwhere father. oflakeshave he an lived, comeirrigationand rivers,from but somewhere.the ditch. like the David's father looked through "Let's see if this book tells water he used on the vegetable He read about the "No, I guess I don't," he the book until he:found about that," his father way that:water garden told a pic- readfields.could it be to stored all of.the and sent children While David's father read "Let's mark this,"'said,David'. through,pipes to the sprinklers to him, histOmorrOw.". mother fixedone he had visited in themorning, 'I want the teacher to in the hetheytofruit likedhadn't visit were juice best had hisfinishing and andanymother ashe plateful theandusually supper. lunch,father. David's older brother,Thisof cookies. was one reason he alwayshad some of them Mother knew what kind of cookies David ate them as though on hand. Joe, came some cold Justliked as 8 - thisasked,in. afterhoon'" "Well, how's the great ball player? He took the last cooky and, slapping David on the back, - By the time David had finished telling all Did you win that game David.'parent'saboutashigh you theschool "You'll'didwalked game today;" building forback.to,the certainly thehe alone.shouted.second windormitory time,the next itwith gamewas him. nearly.8:30-if you play asHis well He turned and waved good-bye to Joe went to the thing was wrong. As David walked into the bedroom, he could tell that some- The nurse was scolding someone. PART X He heard her CD thesomeaothersay, good fields. of "Why children?worker. the do other you thinkmeh. decidedyou don't they have didn't to work want as to much go toas work the in The crops would die and the peopleYou know who whatliveIf wouldyOuon thewant happen to liveif your on afather kibbutz, and you have to be up.areTellotherkibbutz getting themchildren wouldn't you're dried who have sorry andare enoughyellowsupposedthat thetoand toeat. plantsthe work beans inin yourtheare vegetablesmallpartAnd ofyouand the shouldgarden.shriveled garden thank the girls who helped you out today by You should talk to the ofthem.spading yourself!" and watering where you should have"That's been working. right, Adam," said Mike.They are good kibbutz children, but you should be ashamed "Oh, be quiet!" shouted. I saw weAdam,hitword.side want meand'heof you becausethe to hit'room work youMike and withwere on stood thethemad. resttherearm. of all 'us by who himself. live on the kibbutz. Finally, Mike said, "That's all right, Adam. We're not angry with you, but Then he waled over to one No one said a I know you girlsIpart.You can, know whotoo. howhelped important me today." hard work is here.""Yes, I know," said Adam, "and.I'mIf you fellowssorrythat can I'didn't work when do you'remy, supposed to, I guess.- Tomorrow I'll do some extra work:torePay those It was a hot, windy day. 'Diane Munson by. Judy ran out the door of the ranBecky,"sheacrossdining wasand theroom. inranshe grass.too untilthought, much she of "and reacheda hurry I can't theto turnhousewait forwhere her Her long hair blew into her face She heard someone calling behind her, around.- "It's probably her-today!" as she raced parents She but sheherlived. wastangled out ofhair breath. and walked inside, tryingWhen Judy came to the door, she Her parents, weren't fooled, though. very carefully smoothed notAoshow that OJCD goingsheyouMother"Heresure said.must so that lookedcomes fasthave she yourthatupbeen understood. from sistershein theancouldn't awfulallbook by shehurry catchherself," to get here tonight!" But she had a-twinkle in her Father looked c-Ait of the window. Was reading. eye, and heJudy said. felt ''My goodness, "Were you slowI "Hi,walked down Judy," behindat all.she yousaid., all the way In a minute Judy's sister, Ruth,, You must be really excited about "Didn't-You hear me calling to you? over here, but you wouldn't came into:the-room.up to you ?" wevacation!"about could today, talk aboutand I it.could hardly wait "Oh, I am,-" answered Judy. Can you believe that tomorrow's the "That's all I could think to finish supper so that our Israeltravelday we leave?"toby thebus bigall citythe wayof Telfrom Aviv, the kibbutzOn the following day, Judy's whole family on the coast of the in northwestern. was going to Mediterranean Sea. "The"How longtrip will ittake take us tofive get there?" or six hours," Father said. Judy asked. wefrom "Thisride," the is saidkibbutz, the Mother.'first isn't time it?" Judy"We'll thought bring to some herself cookies for and fruit our"That whole way family the time has willever gogone faster." away a minute. to lunch on while Then she said, mmomminumm . "Yes;" ,years old, Ruth. is"seen your cousin,. Sarah, who lives in Tel "DoesAviv. she look like Aunt Mary?" You're only a fgi months younger than she asked Judy. She's nine beprettydidtworemember'When ableyearsnot clothesliveto ago, see onAllnt whatanda'kibbutz. theyMarykind even'andof a hadUnclehouse their Markthey ownhad lived car.visited in. the kibbutz They were the only relatives she had met who She thought that they had very Now she wouldShe could .,like to live inthe,oity,ItImagine would seemlivingin a strange,house.with with Ruth, she yo decided.Mother, dnaAs Father "HaveJudy thoughtyou been about to their it, shehouse?" wondered she askedwhe Mother. holeit family. wouldt big be house! Judythey wondered.have moved to a new one since then.""Only"Does once, Uncle many Mark years work ago,"in the answered fields likeher mother,Father does?""and CDC.4,) There are no farms there. "Of course not," said Ruth. Uncle Mark goes to work every day, "Tel Aviv is a very big city. needbutliving he many helps there." houses to build in Tel houses Aviv insteadbecause ofthere growing "Oh,"are so food.said many Judy. people She thought about the answer fOr-a They z_while, but soThen:,sheshe that still you said, wanted can "You enjoy to had find our -: out;bettertrip for tomorrow." getherself. toMOther bed on gavetime thetonight girls some` orange juice and a cooky. X gogo.earlyguess to thebecauseI've clothing grown the since nursestorehouse the said last the1' time canfirst getZ Worej.t.thing "That'sa neress in theright," Ibefore triedmorning." saidweon my.Judy, old "and one -Itoday, have andto getitywas up especiallymuch;too short. I haVe to aboutI'll gettingspend it my on." allowance. "I 1.1"7-"re a di.ess to wear," said Ruth, "but I'm excited . I've been trying to decide what remstsorMagiaik. evensaid think Father. about here -." "Maybe you'd better wait until you get to Tel Aviv!"egNEIZNIMMINIIMIIMNIZte.. "Perhaps you'll see some things that you'd never - 3 - it until then." As"That's soon as right," lunch wassaid finished, Ruth. the girls said good-bye to "I'll just take good care of nine-year-olds,'butrightTheyMotherslept walkedto andin bed, theFather inside, thinkingroom and they withsaid walked about were thegood-night seven-year-oldsboththeback excitinginto tothe each same dormitory.day other,and building.ahead. Ruth and with went the Judy THE KIBBUTZ kibbutzisandshare allplay everything. ishe together. ahas community to do. of people who live togetherIn Israel and some boys and girls live on They all Eacheat together,person has work a specialtogether,If your job joband wasthat to teach school, that's a kibbutz. A OC..ri everything.farm,all you and would some have people to do.make clothes butFirs-= let's talk about what Some people cook, some people no one person does housesbiggerallakibbutz. house the becausefor time.where children, moreonly people 6teen-agers, and 7live year in andolds them. live. The houses aren't like our houses; they Until they are 18 years old, they live a house is like on the grown-ups. They have special They are together There is are much easierTheyin thedon't for evenings. thelive children with their to stayparents, together. but theyIf you lived in a kibbutz and you needed Mother and fathers both work asee new their pair parents so it is together. mother,shared.thingsgiveof ::hoes, you youare a wouldpair.youmade wouldn't bygo peopleto thego indowntowncommunity the kibbutz shopping store and they People don't get paid for working, but they don't You don't need money in a kibbutz. so the things are with your would Most .peopleneedinto onany the the money kibbutz kibbutz to spend.because are they are good workersNot everyone in Israel lives on a kibbutz, but the very special. They are elected and can muchbecausecontribute just theylike to are yourthe together goodparents of soeveryone.do, much. but becauseThe parents in the kibbutz love their children Everyone is friendly everyone must very allahousesbiggerkibbutz. house the forbecausetime.where children, only more 6 peopleandteen-agers, 7 yearlive oldsin live. The houses aren't like Until they are 18 yearsandour grown-ups.houses;old, they they live are together. them.much They have special They are together There is ofeasierinThey shoes, the doli't evenings.for you thelive wouldn't children with their If you lived in a kibbutz and Mother and fathers both work to stay together. parents, but they see their you needed a new pair so it is parents needmother,shared.thingscive any you youaremoney a wouldpair.made to byspend.go peopleto the incommunity People don't get paid for working, You don't need money in go downtown shopping with the kibbutz so the things store and they would a kibbutz. but they don't your Most are .peoplecontributeinto onthe the kibbutz tokibbutz the becausegood of they Not everyone in Israel lives are very special. are good workers and can on a kibbutz, but the They are elected workmuchbecause justthey they likeput are theyour togetherchildren parents withdo, The parents in the kibbutz love their soeveryone. much. otherbut because children everyone so they must Everyone is friendly children very isalone,separatedstandbe unhappy.cared that no forfrom onethey by wishestheir musttheir parents.liveto teacher be with They see their parents together and do not mind being or nurse.Because no theirboy or parents girl lives and every evening but return The children under- no one can CD biggertheto their kibbutz and own more iscabin verythanin'a to large,:the sleep with Ther . are-usuallymany. buildings in smaller kibbutz. -In building will of coursethe berest of the children. a kibbutz. every kibbutz If arecreationthere sleepingtownplayground, ishall. a cabinshalldining and for foranhall children, administrationchildren, for Remember all these buildings when adults, dining hall for children,recreationteen-agers, hall and foradults, adults, a building which is like we draw a kibbutz. need.don'tclothesfarms need andare money!) farmmade equipment.and where the thecommunity people storeget anything Every(remember, kibbutz they you grows its own food so they would have There are houses where the ANSWER THESE QUESTIONS. 2.1. WhyDoes does everybody everyone in workIsrael on livea kibbutz? on a kibbutz? 4.3. Who do the children live with? 00CDkA 6.5. WhatWhyHow don'tlongare some dothey the jobs need children your money mother stayon a together?couldkibbutz? have on a kibbutz? 7. When do the children see their parents? 9.8. TellWould me you what like you to liked live abouton a kibbutz?the kibbutz. 10. Whatin ais kibbutz the one to word make that it work?tells what the people must do NAME ...... ,,,,,, FILL...... ,...-...X...... W y W.1.1 A 'W.. desertkibbutz .I.. IN THE BLANKS blueJordan and white Jerusalem Mediterranean Dead Sea 3.2.1. The saltiestmain river sea: of Israel: 5.4. AnThe Israeli flagNegev of farm:is Israel: a 7.6. CIRCLE THE ANSWER A Israelcity in is Israel: on the Sea . 1.2. Children on a kibbutz live withwith theirchildren parents. their own YES NO 3. Theage. capital of Israel is: TEL AVIV. YES NO JORDAN. JERUSALEM. 4.5. KibbutzIn a kibbutz families there eat istogether. a cook who prepares the food YES NO 3.4. An Israeli farm: 6.5. AThe city flagNegev in ofIsrael:is Israel: a 7.[CIRCLE THE ANSWER Israel is on the Sea . 1.2. Children on a kibbutz live withwith theirchildren parents. their own YES NO 3. Theage. capital of Israel is: TEL AVIV. YES NO JORDAN. JERUSALEM. 5.4. InKibbutz a kibbutz families there eat is together. a cook who prepares the food YES NO 7.6. A Onfornurse aeveryone. kibbutz takes careeveryone of the works children. together. YES NO YES YES NO NO 10. 9.8. WhatDoIsraeli childrengrows children on ona kibbutz?a speak:kibbutz work? COTTON HINDU. YES BANANASHEBREW. NO FRUIT osA 0 -Tete-rieIA C:1 FollowPut the the correct dots andnumeral color in the the picture. box near each word. story lives. Read each story and tell where the child in the WHERE? 1 butTheSusan shelittle was couldn't havinggirl nextstopa terrible toSusan her fromtriednightmare crying. to make and herstarted feel tobetter, cry. nothingthethis nurse. story to be live? afraid of. On a kibbutz Mrs. Silverman-came and' told Susan there was At home withWhere her doesfamily the little girl in She called for 2. hospitalmorning.Aarona stomach didn't to achesee feel theand very doctor.to wellgo to whenschool. he was called in the Instead of going to school he went over to the The doctor said it was just Where does Aaron live? 4." 3. Alvinand wasneeded given new a shoesnew pair. so he went to the community store On a kibbutz In his own house Where does Alvin live? 4. Ann-Bethbut she knewlive?didn't it wasfeel her like job working and had in to her be gardendone. this morning, On a kibbutz At home with his family Where does 5. David had a new baby brother, but he couldn't see him until On a kibbutz In her own house Wherehesaw finished hisdoes parents David his work live?at night,and could but getthe overbaby towas the in nursery.the nursery. On a kibbutz In his own house He THE STRANGER heryear-oldsoldlonesome andso hershe were because teachersat havingdown shetook to theirdidn't aher lunch lunch.to know theof anyone.diningDiar.2 hall was a new girl in the kibbutz. corn and chicken.Of course she felt very HerShe teacher was seven introduced years where the seven- She was Diane.her.verylook hungry at her. but ate slowly because she didn'tJudith wantwas sittingpeople nextJudith to Dianewas very and wellstarted liked talking and wanted to be a friend to to to abouthelpfinishaboutbefore herthe telling thisand tokibbutz, learn didn'tstory. her all whatknowabout about wouldwhat the the tokibbutz?you kibbutz.do. say? Diane told her that she had never lived Judith promised she wouldIf you were telling ThinkDiane about it and thenHow would Judith go on a kibbutz PUT THESE PEOPLE IN THEIR RIGHT HOUSES ON A KIBBUTZ. Cook's Hous..-!.Nursery Hospital School Teen-agers House Kindergarten 2,,1. I live with five other boys. WhereNextI am wouldonlyyear fourweI live?will years be old,old enoughbut I don'tto leave live the in kibbutza nursery. for We do everything together. houseone-year. would you put me in? very young, only two months old. It's fun living with other teen-agers. Which house would Which all 'the people and livegive 4nthem onwork medicinea kibbutz?is very if importantthey get sick.on the kibbutz. I take care of 5. WhereEveryone do 1 likedbelon% me on on the the kibbutz? kibbutz because I make such Where would I work on the 6. Childrenkibbutz?delicious arethings always to eat.whate .work. They read, write, and kibbutz.spell. My job is very importanitheWhere am I peopleall ddy oflong? the . Thinkorthe TEACHER. childabout foreach doing story. wrong. Remember, these children live on a Decide who should punish Circle NURSE, PARENT, 1. shouldtestRichard so punish hewas scribbled very Richard angry onfor thatDavid's being David suchperfect did a betterpoor paper.kibbutz! sport? in his math Who 2. messy.ofRuth her didn't clothes clean were her on room the beforefloor andgoing her to bed school. was very It is a ruleNURSE of the kibbutz for each child to take PAR. NT TEACHER Most cri carefor ofher his messiness? own things. NURSE PARENT Who do you think punished Ruth TEACHER 3 Whileathemspilled whole eatingto glassful.somebe verya fruitsnack careful, juiceat their onbut the parents'room,they couch. were fooling Tom andand Jacobspilled Who do you think will punish the boys? Their mother told 4. Whogirlclassroom.Irving would but was insteadpunish running Irvingof helpingin thefor hallsbeingher up andso he rough? knockedwent right down into a little his NURSE The girl was hurt and had to miss school. PARENT TEACHER 5. teacherSeveral was boys out were of thecausing room. a disturbance in class and the NURSE PARENT This kept the other children TEACHER verytheirfrom angry. doing work theirdone? work. NURSE Who would punish the children for not having 'PARENT When the teacher got back she was TEACHER AmericandoneHerechildren? somethingare children. some storieswrong. about kibbutz In each story the child has How would you punish these children and 1. motherMary'stoof doingMary tellsmother tothis, makeher told she toher her do?went understand to outpick to up play.that all sheher musttoys. What would you do do what her Instead 2. beSusan made neverto see finished how important her papers her schoolin school. work How can sheis? CD 3. punishmentOneMax'sis daythat job he everyone ondecidedshould the kibbutz bedoesto givenplay his was insteadtojob? toshow take ofhim carework. how ofimportant the it What sheep. 4. herbeingJohnstand toys. was nice that always to he her, shouldbothering he wasbe nicehisalways littleto teasinghis sister.sister? her and What would you do to John to help him under- Instead of taking 5. Onefortakingtaken. day taking Alvinthe book.something noticed thatthat hisdid favoritenot belong book to hadhim? It was found in Joel's bed. What punishment would you give to Joel Joel admitted been havedistributed them do toit theon 9class x 12 ormanila put thedrawing termsThis paper. on activitythe board can and either be done on a mimeo sheet and MATERIALS: Chart: Hebrew and English terms Directions: 9 x 12 manila drawing paper or mimeo sheets 2.1. WriteorIllustrate with translation pictures meaning offrom (eitherHebrew magazines) phraseby drawing Teachers Note: Terms"Let's are Colorto be infound Hebrew" in Glossary of HVH did - Hsaaw - VH 31114VNI sal - KH CIHrl - Flax - HITS WHa - VH AHV - VH 4-i) AHVS - VH Irk/a - 'IVA. - VH ACTIVITY 1. eitherIdentify with each a drawinganimal fromor a chartpicture and illustrate from magazine. 2.. correctIdentify color. color from chart and color the strip 4 HA - KEH - LEV ANIMALS HEH - HA - TOOL - . 1 HA - GAH - MAHL HA - TAH - VEESH COLORS HA - GAH - MAHL HA - TAH - VEESH AH - DAWM COLORS TSA - HAWV KAH - HAWL LAH - VAHN VAH - RAWK HOOM