The RAVSAK Journal HaYidion

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Israel & Education About the cover:

For the cover of this issue of HaYidion, we wanted to do something different. We wanted to celebrate the theme by creating the Israeli flag from images found on the website Flickr (photo album sharing website), using the keywords “” and “Zionism.” We anticipat- ed a photo gallery awash with blue and white, family vacation photos at the , close-ups of the Kotel and the like... boy, were we surprised. Most of the images this query brought up were of a clearly anti-Zionist, anti-Semitic nature. Swastikas in place of the Star of , Nazi caricatures of , pictures of the wounded in Gaza and Lebanon, Palestinian flags, blood-stained hands and countless photos of the Al-Aqsa Mosque.

While this would have made for a shocking (if controversial) cov- er, frankly, it was painful to look at and we didn’t feel comfortable displaying those images on the front of HaYidion. We returned to Flickr and searched this time using the keywords “Israel” and “Juda- ism.” The resulting 6,889 mostly positive images comprise this outer cover. The cover still contains quite a few disturbing images, but as a whole, most of the pictures that make up the Israeli flag are of a pro-Israel nature.

Displayed here on the right, is the cover that would have appeared had we relied only on the terms “Israel” and “Zionism.” The ex- traordinary differences between these two image sets raise impor- tant questions about Zionism, Israel, , Jews and how we are perceived in the eyes of the world. Close-ups of both covers appear on the left.

The Internet is the new public square, an uncensored and un-edited forum. All of these photos - and the messages they convey - are just a few clicks away.

To see all of these images in detail and to upload your own photos of “Israel” and “Zionism,” please go to www.ravsak.org/hayidion. ¿ ěđĞĕďĕĐ )B:JEJPOr [2] The RAVSAK Journal HaYidion

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Israel & Zionism r)B:JEJPO Education [3] HaYidion: The RAVSAK Journal is a publication of RAVSAK: The Jewish Community Day School in this issue: Network. It is published quarterly for distribution to RAVSAK member schools, associate members, and other Jewish and general education organizations. No articles may be reproduced or distributed without Indicators for Successful Israel Engagement express written permission of RAVSAK. All rights reserved. tCZAlex Sinclair QBHF What Works in Israel Education Executive Editor: Dr. Barbara Davis Kenneth W. Stein Editor: Elliott Rabin, PhD tCZ QBHF Design: Adam Shaw-Vardi Forging a School’s Vision for Israel Education tCZGordon Bernat-Kunin QBHF Editorial Board Jason Ablin, .JMLFO$PNNVOJUZ)JHI4DIPPM -PT"OHFMFT $" Putting the Ideology Back Into Israel Education Ahuva Halberstam, "CSBIBN+PTIVB)FTDIFM)JHI4DIPPM /FX:PSL /: tCZAlick Isaacs QBHF Namee Ichilov, ,JOH%BWJE4DIPPM 1IPFOJY "; Patricia Schwartz, 1PSUMBOE+FXJTI"DBEFNZ 1PSUMBOE 03 Overcoming Media Bias in Telling the Story about Robert Scott, &MFBOPS,PMJU["DBEFNZ 4BO"OUPOJP 59 Israel: A Primer Paul Shaviv, 5BOFOCBVN$)"5 5PSPOUP 0/ tCZGary Kenzer QBHF Judith Wolfman, 7BODPVWFS5BMNVE5PSBI 7BODPVWFS #$ Becoming Student Advocates for Israel Contributors tCZEthan Hammerman QBHF Galit Crammer Bar-Tuv, Gordon Bernat-Kunin, Tamara David, Howard Deitcher, Robbie Gringras, Ethan Hammerman, Dr. Alick The Challenges of Attracting to Our Schools Isaacs, Gary Kenzer, Dr. Anna Kolodner, Dr. Ezra Kopelowitz, Irit tCZPaul Shaviv QBHF Kuba, Anne Lanski, Dr. Alex Pomson, Rabbi Jonina Pritzker, Dr. Vardit Ringvald, Dr. Arieh Saposnik, Paul Shaviv, Dr. Alex Sinclair, Rabbi Harry Israel Studies and the Sinoff, Dr. Kenneth W. Stein, Amy Wasser. tCZVardit Ringvald QBHF

Advertising Information Israel in Our Schools Please contact Marla Rottenstreich at [email protected] or by phone at tJack M. Barrack Hebrew Academy, Merion Station, PA QBHF 646-496-7162. tRonald C. Wornick Jewish Day School, Foster City, CA QBHF RAVSAK tHillel School of Tampa, Tampa, FL QBHF 120 West 97th Street tSyracuse Hebrew Day School, Syracuse, NY QBHF New York, NY 10025 tHerzl/RMHA, Denver, CO QBHF QtG FJOGP!SBWTBLPSHtXXXXSBWTBLPSH Much Ado About Something: Clarifying Goals and Methods of Israel Education tCZAlex Pomson BOE Howard Deitcher QBHF Israel Studies on the Campus: A Hard Transition RAVSAK would like to thank our associate members: tCZArieh Saposnik QBHF Israel Education Is… Identification and Commitment tCZAnna Kolodner BOE Jonina Pritzker QBHF The Dimensions of Time in Israel Education tCZEzra Kopelowitz QBHF Celebrating Israel’s Complexities Through the Arts

Jewish Genetic Disease tCZRobbie Gringras QBHF Consortium Creating a School Culture of Israel Education JGDC tCZAnne Lanski QBHF

A Word from the Editor 1BHFtPresident’s Message 1BHFt Conference 1BHFTtSuLaM Shabbaton 1BHFt Bookcase, Pages 54

ěđĞĕďĕĐ Many of the articles for this issue were written during Operation Cast Lead in December-January. Where these articles describe the hostilities in the present tense, we decided to leave the writing as is to retain the sense of immediacy and urgency conveyed by the )B:JEJPOr [4] writers. –the editors From the Editor ¿ by Barbara Davis

ne of the speakers at our recent RAVSAK confer- ic approaches to bear on a challenging ence noted, “Things are bad. But we are Jews, and complex theme. It will raise your spirits as you contemplate the diversity we’ve seen worse.” His optimism based on pes- that underlies what we do in the Jewish simism is quintessentially Jewish. It re- Dr. Barbara Davis minds me of a joke making the rounds is the Secretary of RAVSAK, in Israel: A group of elderly, retired men Editor of HaYidion and Head of School at the Syracuse gather each morning at a café in Tel Hebrew Day School in Dewitt, Aviv. They drink their coffee and sit for NY. Barbara can be reached at [email protected]. hours discussing the world situation. Giv- en the state of the world, their talks are quite depressing. One day, one of the men startles the others community day school world as well as by announcing, “You know what? I am an optimist.” The the unity that sustains and nourishes us others are shocked, but then one of them notices some- all. thing fishy. “Wait a minute! If you’re an optimist, why do Israel was founded on hope. Hope was you look so worried?” The first man replies, “You think it’s the theme of our recent presidential easy being an optimist?” election. Hope and a belief in a brighter future sustain us all in our educational enterprises. This issue of HaYidion will But as our recent San Francisco conference proved, being together in difficult times help reinforce your optimism and your can be uplifting. And reading this issue of HaYidion will likewise prove inspiring. commitment to Israel, to our people It examines the pedagogical complexities involved in teaching about our homeland and to our future as surely as spring fol- while living in the . It brings a multitude of diverse theoretical and pragmat- lows winter. ¿

RAVSAK and iCenter: High-Tech Israel Education

RAVSAK, in collaboration rael and Zionism education “Israel and Zionism education, which with the iCenter, Israel Educa- t Focus on Israel Interactive, a multi- predominantly resides in short-term tion Resource Center, will launch an media educational tool for day projects and seasonal events, could intensive teacher training program this schools one day emerge as a core subject in spring for on middle school educators to t Connect Jewish community day Jewish community day schools,” says empower classroom teachers with skills, school educators from across North RAVSAK Executive Director Dr. Marc tools, knowledge and the dispositions America with the resources of the Kramer. “Schools and educators need requisite to imparting meaningful Israel iCenter training, resources, guidance, and and Zionism education while serving as t Provide educators with a full year professional networks in order to a link between classroom learning and of support and guidance as well as bring about this substantive change in student action. Educators, alone or in peer mentoring and networking curriculum and school culture. This pairs, from up to 18 Jewish community partnership with the iCenter will help day schools will participate in a fully As a direct result of this program, the bring this vision one step closer to re- funded 2-day training workshop that iCenter and RAVSAK, together with Is- ality.” will: rael Interactive, will reinvigorate Israel ěđĞĕďĕĐ and Zionism education in Jewish com- Participation is open to middle school t Explore the core issues related to munity middle schools, inspiring lasting Israel educators in RAVSAK member

Israel and Zionism education cultural change while laying the ground- schools. To apply for this program, r)B:JEJPO t Explore a body of Jewish sacred work for a national network of Israel and please contact the RAVSAK office at texts which attend to matters of Is- Zionism educators in Jewish schools. [email protected] or 212-665-1320.

[5] [6] )B:JEJPOrěđĞĕďĕĐ RAVSAK President RAVSAK From the Desk of Susan Weintrob, Professional practice is always difficult andneedssupport. practiceisalwaysdifficult Professional gives Ourconference anddiscussittogether. meetingatlunchtoread of usare ofDaniel’sPink’sbook Kligman’spresentation for Larry another levelprofessionally. herenthusiasm teacherwantedtoshare Akindergarten definedmannerdescribedbyUrman.in awonderfully We feltwehadmovedto dilemma”andforallofustolisten andrespond a“professional tocreate arranged meeting,she Atournextstaff workshoponfeedback. byFranUrman’s was inspired Oneofmyfifthgradeteachers immediate. inmyownschoolwere The rippleeffects together. wequestionedandlistenedlearned theBayArea, 130 teachersfrom summit toa“Yom ofteacherdevelopmentthatdrew Iyun,”aprogram aone-dayeconomic workshops onspecialneedstodatakeeping,from usthespecificsofhowtokeepourvisionflourishing.From who offered speakers from Inspiration andvisionneedfoundations,wealsoheard not onlycouldtake—wemusttake. framework fortwenty-firsteducation. thatwe wasanopportunity Here andanewlydefined creative that thedoorhadopenedforustoseeamore AlexPomsonandJonathanCannon,weallsaw from keynote addresses Our RAVSAK framedthiscrisisdifferently. conference theinspiring With munity withourfellowtrustees. practitioners and friends, findnewsolutionsandforge asenseofcom- in ourprofessional lives, wemeet that time here isa This year is the same in that sense, and yet I heard from everyone that,despite everyone from This yearisthesameinthatsense,andyetIheard how busy our lives were before, somehow we have added many more layers— somehowwehaveaddedmanymore before, how busyourliveswere more worries, more duties,lessresources. more worries, more storm’s haven for Intensely somany busy ofus. he RAVSAK conference hasalways beena A WholeNewMind . Ten. 4 Star, thenextitem3Star, etcetera. mance isexemplary,” should be listedas order.the wrong Thefirstitem, “Perfor- On p.34,thesystemofstarswas givenin Wall.Sharon Wall, asDr. wastwiceprintedinerror name ofonetheauthors,Dr. Susan On thecontentspageandonp.16, locationisRockville,MD. rect Institute waslistedincorrectly. Thecor- Day On p.3,thelocationofHebrew Issue Corrections totheWinter 2008 Susan Bivrachah, forboth. wefoundresources conference, our soulsalsoneednourishment. Atthe foreconomicstability; times, wesearch “The soulneedsahome.” Inturbulent in hertalkafterimmersionthemikvah, this,butasthemotherwrote requested TheJewishhusbandhadnot conversion. aformal wentthrough recently children, One ofourschoolfamilies,motherand largest RAVSAK ever. conference ourswasthe cancelled theirconferences, ever. Whilemanyother organizations Kramer, than whomIapplaudmore ledbyMarc staff, professional our strong byourcolleaguesand then supported us anintellectualandsocialhighthatis at [email protected]. City, CA. Susancanbereached nick JewishDay SchoolinFoster the Ronaldof Schoolat C. Wor- ofRAVSAKdent the Head and Susan Weintrob is the Presi- is ¿ ěđĞĕďĕĐ

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[7] [8] )B:JEJPOrěđĞĕďĕĐ abroad that it could muster. it abroadthat nomic problems, inneedofevery penny from and acountry eco- withenormous struggling a refuge forthird Jewsfromworld,the ejected roic David surrounded byaseriesofgenocidalGoliaths, the “narrative” ofIsrael he- ofadespisedbut wasthat ical advocacy.the past, In this modelmay have worked: and engagement toIsraeleducation intoeducationalpractice.Whatdoesthisnewapproach narrative outhowto tofigure of it.Butwehaven’tyetdonethe workrequired orsomeversion “buyinginto”thisnewnarrative, Jewish educatorsandthinkers are of philosophy,In terms vision,andworldview, majorityofAmerican anincreasing evolving complexitiesintoaccount. enriching, painful,fascinating,frustrating, difficult, take allthesediverse,wonderful, withIsraeltodaymust ofDiaspora Jews’relationship face inshame.Thenarrative whichisoneminuteburstingwith pride,andthenextminutehidingits is acountry withinthespaceofhours.It trasts, whichbouncesbetweenelationanddepression Itisasocietyofstarkcon- Israel thrivesandinspires. food,wine,andmore, retail, thought, economics,film,sport, ofculture, inthearenas Alongside theseproblems, luted, waterlessregion. ecologicalpitfalls facedbythishighly-populated,pol- bors, cansolvethepressing andhowIsrael,inconjunctionwithitsneigh- inclusive andpluralistcivilreligion; bydecadesofsecular-religiousJudaism battered tobecomean dividemightrecover poor; howaJewishdemocraticstateintegratesnon-Jewsinitsmidst;anIsraeli gapsbetweenrichand dealswithincreasing a Jewishcapitalist-consumeristcountry how problems: different very buttheseare tobesure, Israel todayfacesproblems, currencies. its culturalsceneflourishes,andshekelisoneoftheworld’sstrongest cellphonespercapitathanAmerica, ringoutwithmore level. Meanwhile,itsstreets butitcontinuallyshowsitselfabletofacetheseonamilitary threats, at best,misleadingandincomplete.Yes, Israelisfacedwithexternal Today, is, timesofwarinGaza,thatnarrative eveninthesetrying ¿ Indicators for Successful by Alex Sinclair Alex look likeinpractice in need of both financial support andpolit- in needofbothfinancialsupport model,” inwhichIsrael seenas isprimarily ty-First Century”)the call “mobilization raelthe andAmericanJewryin Twen- through Cohen what andLiebman(“Is- urged us to stop thinking about Israelthinking about to stop urged us Many thinkersMany have inrecent years rael educationandengagement? hat dowemeanbyhighqualityIs- ? Are weperhapsguiltyofthe JusticePotter ? Are Israel Engagement Israel concretize that it”? definition:“IknowitwhenIsee Stewart ers to: happen whenweaskschoolsandteach- things in)isthatgreat have takenpart (whichseveralRAVSAKproject schools this from ect. Onethingthatwelearned andBenchmarksproj- School Standards with theMelton-AVI CHAIJewishDay involvement overthepastseveralyears buildsonmy for Makominthisarea engagement andeducation.Mywork outcomesforIsrael dicators”: desired the developmentofaset“Israelin- workingon engagement, iscurrently Israeleducationand contemporary Agency, whosegoalistore-imagine tice-tank” housedwithintheJewish Makom, anindependent“think-prac- intimately anddeeply connected subject matters, thanmostother ment, perhapsmore in Bible.InIsraeleducationand engage- complexthan indicators, though,ismore The identificationofIsraelengagement c. construct their b. thinkabouttheir a. comes. out- achievement ofthoselearning andassessment struction in specificlearning concretize education He canbereached at alexsi@jafi.org. the Jewish at Seminary.Theological Professorsistant ofJewishEducation of JewishStudies, As- andanAdjunct Educationthe Schechter atInstitute Dr. Alex Sinclair that vision more clearly thatvisionmore content andprocessare is a lecturer inJewish isalecturer curriculum, in- curriculum, vision outcomes ofJewish . Israelin- around around dicators therefore need to do two related activities, one begins to get an inductive emonies and practices with references to, but separate things: picture of what learners exposed to such dialogues about, and interactions with activities would become. both ancient and modern Israel. t Describe the desired knowledge, un- derstandings, dispositions, activities, Here is a snapshot of where Makom’s 4. Education and skills of learners in various con- thoughts on these indicators currently texts of Israel engagement. (This first stand. We have formulated four stan- Members of Jewish communities will step is similar to work done in state- dards: learn about, converse with, and make mandated standards or in the Melton personal meaning through engagement AVI Bible standards project.) 1. Arts and Culture with Israel’s past and present, through a wide variety of prisms, including (but not t Suggest programs, activities, events, Members of Jewish communities will be limited to) the political, artistic-cultural, lessons, exercises, etc. (either real proactive consumers of Israeli arts and social, linguistic, military, and religious. and documented or imagined and culture, making myriad and diverse con- potential) that might serve as mod- nections between Israeli arts and culture As standards, these represent ideal, over- els and exemplars for successful Is- and their own Jewish lives and identity. arching learning outcomes that we hope rael engagement. (This step is not will be achieved by learners. It must be usually done in other standards- 2. Travel stressed that these are initial thoughts based curricular work. However, in only, and that many of the conversations Israel engagement, it is critical to Members of Jewish communities will we are initiating with various partners in give a new vision of concretized prac- travel to Israel at several stages in their the field will help us to edit or expand tice as well as desired outcomes of that lives, on trips that enable them to expe- this list of four. practice.) rience and converse with the multivocal, enriching, diverse, complex, and beauti- In addition to the work on the overarch- Naturally these two areas should be com- ful, yet sometimes frustrating, difficult, ing standards themselves, we are begin- plementary; one should infuse the other. and painful reality of contemporary Is- ning to explore what particular bench- By thinking about standards and indi- rael. marks or indicators within each standard cators descriptive of ideal learners, one might look like. In other words, within ěđĞĕďĕĐ is pushed to reconceive what kinds of 3. Religion each of these overarching realms, what learning activities might enable them to particular behaviors, attitudes, skills and achieve such indicators. Conversely, by Members of Jewish communities will in- knowledge would we wish learners to be r)B:JEJPO exploring documentation of exemplary fuse their local religious experiences, cer- [continued on next page]

[9] [10] )B:JEJPOrěđĞĕďĕĐ three different Israelifriends/acquain- different three cial orculturalopinionsheldbyatleast “Studentcontrastspolitical,so- reads, of travel.Oneourtentativeindicators Take therealm anotherexample,from a diagnostictest?! 24 hoursandrun student’siPodfor tor—confiscate every doesitassesstheindica- how onearth the achievementofthisindicator?And bringsstudentsto mal curriculum—that aboutthehiddenorinfor-talking here almostcertainly we’re curriculum—and How, though,doesadayschoolcreate toreject. the gistofthisindicatorishard sic.” We mayquibble overnumbers,but his/her iPodwithatleast20%Israelimu- suggested indicators,“Studentloads then,westate,asoneofour standard, andculture their iPods?Underthearts students haveIsraelimusicloadedon educationaloutcomethatour a desired systems. Take itshouldbe iPods.Surely educational ticular challengesforformal par- presents standard andculture arts achieve suchoutcomes.Forexample,the ucational endeavortohaveyoungJews Jewish dayschoolfitsintoasystemiced- the and complexquestionsaboutwhere and educationappeartoraisesignificant we setforourselvesinIsraelengagement this workisthatmanyoftheoutcomes insightemerging from One interesting enterprise? involvedinthiseducational activities are able todemonstrate?Andwhatkindsof [continued fromprevious page] (if atall)tofosterlife-long commit- Israel andZionisminschool and how themselves at-seaastohow portray teach, todaydayschooleducators find an“easy”subjectto was considered oncethis Zionist education.Whereas dox dayschoolsattendtoIsraeland major questionastohownon-Ortho- porary challenges there has been a challengesthere porary resultant from Israel’scontem- from resultant current withandperhaps current One couldargue thatcon- Focus on the Future students. ments toandloveforIsraelintheir more straightforward. more least inthisexample,assessmentseems lyze, andconcludethiskindoftask?At think,ana- experience,process, explore, teacher needtoenablestudentslearn, doestheschool or ions? Whatresources opin- different our studentsexplore inwhichwemightseektohave areas media technology?Whatistherangeof ofIsraelisusingnew with diversegroups How dowegetourstudentstointeract ited Israel;whodon’tknowanyIsraelis? What aboutstudentswhohavenotvis- inenablingstudentstoachieveit. role several questionsaboutthedayschool’s high schoolsetting.Butagain,itbegs fora educational outcome,appropriate be alaudable,desirable,andcompelling tances.” Again,thisseemsprimafacieto learning. Onecanquiteeasilyimag- learning. project-based ring ofseriousbutcreative perhaps atagrade8or9level.Ithasthe educationalcontext, suited toaformal feelsmuchmore solve it.”Suchaproject debatedsolutionsto currently top three challengesandevaluatingthe ronmental envi- identifying oneofIsrael’sgreatest ter-long project socialstudiesresearch and engagement—forexample,“asemes- ofIsraeleducation with thisnewnarrative inline andactivitiesthatare for programs ideas mustalsosuggestconcrete project outcomes, webelievethatthisindicators ed above,inadditiontostudentlearning tional tensionsforadayschool.AsInot- complexeduca- indicators mightcreate identificationofcompelling Furthermore, and 2Israeleducators)foraday-and-a- directors/instructors tors, 2Hebrew tors (4headsofschools,4Judaic direc- day schools.We willgather12educa- standing theneedsandwants of Jewish ofbetterunder- school leadersinservice ofday host andfacilitateafocusgroup collaboration withtheiCenter, willsoon In lightofthisdilemma,RAVSAK, in (212) 665-1320. [email protected] or Marc pleasecontactDr. information, For more able tomemberschools. isplannedandwillbemadeavail- group ofthefocus An executivesummary schools. how Israel/Zionismeducationunfoldin ofbetterunderstanding of desire express half offacilitatedconversationwiththe go anddoit. education. Thenwe’llbeabletoactually mean whenwetalkaboutgoodIsrael of success:we’llknowexactlywhatwe grappling inthedarkforourdefinitions cess. Ifwesucceed,we’llnolongerbe field tocollaboratewithusinthispro- inthe Makom isactivelyseekingpartners the fieldofJewisheducationrightnow. tasksfor is oneofthemostimportant cessful Israeleducationandengagement arichsetofindicatorsforsuc- Creating mation? transfor-to enablethiskindofcurricular stituency withinadayschoolcommunity How canwebuildupthepoliticalcon- tomakethatkindofcommitment? ready Howmanyschoolsare studies program. awholesemesterofitssocial transform er, aschooltogiveuporradically require writing sophistication.Itwould,howev- skills,anddemandhigh levels of research riculum, developstudents’independent ofthecur- otherareas integration across wouldencourage ofthisnature A project work willlooklike. to givestudentsasenseofwhatproficient inorder write inascoringguideorrubric ofstatementsthatonewould the sort offindings,and on apublicpresentation tocometogetherandcollaborate order in vidual studentsdevelopingexpertise withindi- groups, small, interdependent one wouldemploytohavethemworkin would needaccessto,thepedagogiesthat thatstudents ine thekindsofresources ¿ Real Leaders need real data to implement Real Change.

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%URDG6WUHHW‡WK)ORRU‡%RVWRQ0$‡3KRQH‡ZZZSHMHRUJ [11] [12] )B:JEJPOrěđĞĕďĕĐ ¿ Works What personally and ideologically for the good of creating astate? personally andideologicallyfor thegoodofcreating didthey sacrifice andsustainthestate?Where organize tobuildandlobbycreate sions, befriendedgreat powers,andhadendlesssuppliesof perseverance. Israel succeededin1948because ithadleadership,madestrategicallycriticaldeci- fragmentation anddysfunctionalpoliticsbenefitZionistaspirations? theHolocaust?HowdidArab anucleusfor astatebefore tocreate their differences Zionism wasadynamic,varied,andcontentiousmovement. state? ofaJewish focalpointforsupport BritaintotheUnitedStatesasaprimary Great power endorsementduringandafterWorld War I?WhydidtheZionistsswitchfrom together, sometimesincontentiousways,togaingreat ists? Howdidtheycrystallize theseearlyaudacious practicalandpoliticalZion- of Jewishnationalism?Whowere andsubtleanti-Semitisminthe1800s,combinetocultivaterebirth tion, virulent Some Jewschosetotakedestinyintotheirownhands. inthe19thcentury? Yisrael againtoEretz theyreturned gether before thosevalues,customs,symbols,andtraditionsthatweldedJewsto- time? Whatare There isaJewishinnercore; itispeoplehood. people inourland.” bedded inIsrael’snationalanthem,as deeper understandingofthedrivingconceptZionistendeavor. em- Theyare toa statementsandquestionswhichguidelearners halfadozencore Below are Keeping FocusedonBigIssues,Questions establishment andsustenanceoftheJewishState. politicalpower,earn developaneconomy, ledtothe self-determination andexpress theirpopulation,buildinfrastructure, land,grow factors, theJewishdrivetoacquire The essenceofZionismisJewstakingdestinyintotheirownhands.Amongother plicate thestory. tional identityandthentoIsraelisuccess.Thedocumentsex- questions thatgeneratetheanswersledtoZionistna- cluded. ness” unfolded, historyasit con- asit not contemporary historicalperspective. to goal is The “wit- differenttime frame andhavingthem disregardtheir How do you teach students to comprehend themultiplevir-How doyouteachstudentstocomprehend by creating context: catapultingstudents backinto a n A clear understanding of Israel’s essence unfolds the core A clearunderstandingofIsrael’sessenceunfoldsthecore tues ofJewishnationbuilding?Myanswer:documents. Kenneth W.Kenneth Stein teaching history, difficulttask remains the most in Israel Education Israel in lehiyot amchofshibe’artzeinu What connects the Jewish people through WhatconnectstheJewishpeoplethrough Howdidfailedcivicemancipa- HowdidJewsmanage HowdidJews , “to be a free , “tobeafree can bereached at [email protected]. Israel.deeper understandingofmodern He teachers abetterand pre-collegiate Jewish Education;than 1000 moretaught andhas the Centerthe president of is for Israel and Israel University; Studiesat Emory Middle Eastern History, Political Science, Dr. Kenneth W. Stein include an online repository of include anonline repository org; debutingMay2009)will Education’s website(israeled. this end,theCenterforIsrael fer thecriticalperspective.To of- sources the time.Primary situations andperspectivesof they bettercontextualizethe history, asitactuallyhappened, whichtoglimpse dow through awin- offered are When learners Sources Employing Primary landscape? Americansocial the greater down Jewishassimilationinto ism andbeliefinIsraelslowed without Israel?HasnotZion- identity inAmericawithor Jewish identityor isAmerican headed? Where isthatrelationship where How diditbecomesoand American Jewishidentity. Israel isafocalpointfor its Jewishcitizens? citizens andequalityforall equalityforallits providing itsobjectivesof ist enterprisenotreach didtheZion- Where and pre-emptive? tive withfriends,andatothers,unilateral attimescollabora- decisions thatwere bymaking the state’snationalinterest ists fashionademocraticstateandprotect identity andsecurity. Jewish For sixtyyearsIsraelhaspreserved teaches modern

How didtheZion- primary sources selected from the most revealing archives, bibliogra- William Davidson phies, memoirs, and historical compilations. For example, we have a December 1937 letter—the original is housed at the Central Zionist Graduate School of Archives in —which details a pivotal meeting of the Directorate. It reads: Jewish Education

As foreseen by the JNF management, the disturbances in have brought about a considerable increase in the offers of land for sale. At Master’s and Doctoral Programs a meeting of the Board of Directors held on 6th December 1937 a report was submitted showing that these offers were on a scale unprec- Are you looking to deepen your edented since the World War. If means were available, contracts could be closed for 200,000 dunams [50,000 acres] in various parts of the knowledge of Jewish Education? country, including both areas in the projected Jewish and Arab State, and on their borders, with an undertaking on the part of the vendors Do you want to enhance your credentials to complete the transaction in a short time. Of these offers at least and engage with your colleagues? 150,000 dunams have been examined and found satisfactory in respect of lands in Upper , Districts of Beisan and Acre, the corridor to Study with the largest Jewish education Jerusalem, and in the south. faculty outside Israel. This letter reveals the ironic conflict Zionists faced: they had limited money available for land purchase, but virtually endless offers to buy land from Arab vendors all over Palestine. At the meeting, Chaim Weiz- THE DAVIDSON SCHOOL—the preeminent mann and David Ben-Gurion advocated that purchasing of a particular institution in Jewish education in North area of land had strategic consequences—be it in the upper-Galilee to America—has MA and EdD programs to suit secure the northern border your needs and fit your schedule. with , around Acre as the backwater to the strate- gic port that the Brit- The Master’s Program offers ish fleets were using for the three concentrations: Iraqi-Palestine oil termi- 5 4 $++( 0 /%+* nus; in the “corridor,” the 5 4*#+#0! $++( 0 /%+** Jerusalem- Road, Administration or in the south, in the Ne- 5 *"+-)(* +))0*( 0 /%+* gev—and was critical. The letter depicts how Zionists made land-purchase deci- The Doctoral Program for aspiring scholars sions based on strategic and professionals working in the field: value and shows why and 5 0((/%)! + /+-(,-+#-) how Zionists legally pur- 5 -//%)! + /+-(,-+#-) chased vast amounts of land, decades before the 5 $!!3! 0/%1! + /+-(,-+#-) state was established.

Documents as primary +-)+-!%*"+-)/%+*+* sources leave lasting im- $!1% .+* $++(,(!.! +*/ / pressions on students Ofra Backenroth at and teachers alike. They teach historical context.      +- The teacher needs to [email protected]. know the learning out- come. Provide the right ěđĞĕďĕĐ document with the right questions. The

result is intellectual r)B:JEJPO ownership. ¿

222&/.! 0 1% .+* [13] [14] )B:JEJPOrěđĞĕďĕĐ Forging aSchool’s Vision the master narrative of the Jewishpeople,itsorigins,history,the masternarrative values, texts, andgoals, contains whichwewillcallCovenantalJewisheducation.This sphere sphere, third encompassed byalarger of AmericanJewishandIsraeleducationare lapping spheres andconflicting challengesandpurposes.Theover- complementary todiscern order in andhere oftheJewishenterprisethere comparing andcontrastingthe nature aboutIsrael involves monality anddistinctiveness.One significanttaskoflearning ofcom- withrealms astwooverlappingspheres ism andIsraelcanberepresented ofalarger whole.AmericanJuda- twoparts American JewishidentityandIsraelare cation B. IsraelEducation,AmericanJewishandCovenantal JewishEdu- whole. andmakeAmericanJewishidentitymore refine, rael cannotfillthevoidofAmericanJewishidentity. Whatitcandoiscomplement, thenotionof rejects vigorously to bealone(asopposedlonely).Itgoeswithoutsaying that suchanapproach oneneedstohaveanidentityofone’sownandbeable a relationship, isnointimacywithoutidentity.sor JoeReimeronceputit:There tobein Inorder toAmericansocietyatlarge. AsBrandeisprofes- with Israelandintheirrelationship relationship AmericanJewsintheir whichhasequalsignificanceforNorth premise America.Wesion ofJewishlifeinNorth thischallengewithafundamental approach An AmericanJewinIsraelisoftenchallengedtodefineandjustifytheuniquemis- A. ThereIsNoIntimacyWithout Identity of Israeleducationisbuiltonfourbigideas: At theMilkenCommunityHighSchoolinLosAngeles,vision Vision ¿ and itsprimaryvalues andvirtues. its guidingassumptions, itslargerpurposes, tion program requires anunderstandingof understanding ofaschool’s Israel educa- which guidehim. Likewise, ameaningful he doing?” respond: onemight “Digging,” “Gardening,” tool inhishand.house witha Tothe question, is “What of whoweare. Imagineamanstandinginfront ofhis MacIntyre makes acasefor anarrative understanding wife.” the man isdoing, to understandwhat In order “Taking Exercise,” “Preparing for winter,” or “Pleasing his by we must understandwhere hecomeswe must from (origins), n where heisgoing(telos),the values and andvirtues Gordon Bernat-Kunin

After Virtue , communitarian Alasdaire shlilat HaGolah (the negationoftheDiaspora).Is- for Israel Education Israel for Rebirth ofJudaism”: Rebirth America,argued in“Israelandthe North bridges betweenIsraeland profound gious Zionistphilosopherwho hasbuilt areli- RabbiDavidHartman, spectrum, placeontheIsraeli different avery From wishes: orputonasone tobetakenoff garment that intheDiaspora,Jewishidentityisa the AmericanJewishCommitteein2006 of thecentenary authors, argued before hoshua, oneofIsrael’sleadingsecular Israelisociety.contemporary A.B.Ye- voicesin radicallydifferent come from Consider twoZionistchallengeswhich can andIsraeliJudaism C. TheDistinctiveMissionsofAmeri- the day. moral, spiritual,andintellectualissuesof totheburning (law) andaggadah(lore) ofhalakhah and howtoapplythesources at [email protected]. Institute.Hartman Hecanbereached leadership initiatives forthe Shalom and develops day schooleducational Community HighSchoolinLos Angeles the Milkenas Rabbinic at Director Rabbi GordonBernat-Kunin Antwerp mustcontend. inNewYorkligious counterpart or stantial thanthosewithwhichhisre- sub- is incomparablylarger andmore oflifeissuesthat depth andbreadth gious IsraeliJewalsodealswitha reli- defined, forbetterorworse.A shapedand which Jewishvaluesare through ality ofdozensproblems Shabbat andholidays,butinthere- itspleasingfragranceon to release fancy spiceboxthatisonlyopened notlocatedina Jewish valuesare serves serves I cannot participate in the building Jewish experiment involves working out tive or even distracting and benign. The of a Jewish community by only as- what can result from the exceptional en- freedom of America provides room for suming responsibility for the private counter between Judaism and American variegated forms of Jewish ideology and sector. If I do not feel responsible civilization. practice and a degree of self-awareness for the moral quality of the army or which are less likely to emerge within the for the social and economic dis- Competitive imitation requires majority culture of Israel. parities in my society; if I do not constant engagement and vigi- agonize over how to exercise power while retaining moral Israel cannot fill the void of American sensitivity, or if I do not feel responsible for a political sys- Jewish identity. What it can do is tem which fosters widespread apathy complement, refine, and make American Jewish and alienation, then I am still living spiritually in the Diaspora despite my identity more whole. residing in Israel...Because Jews gov- ern an entire society, the responsibili- lance wherein Jewish identity can be D. Vision of the Israel Graduate ties of each Jew extend beyond the compared to the semi-permeable mem- circumscribed borders of the home brane of a cell. For the cell to survive Our school’s vision of the Israel gradu- and the synagogue. and thrive, it must cultivate what is vital ate stands as a bridge between theory and within, absorb salutary elements from practice. Consistent with what we have Diaspora Judaism can be deprecated outside, and filter out what is destruc- [continued on page 50] as a removable garment and the syna- gogue compared to a “city of ref- uge.” Before responding, let us ac- knowledge several unique features of Judaism in Israel: political sovereign- ty, the organic rootedness of culture, history, language, and land, and the existential responsibility of belonging to a people with a shared fate. Now we can ask: what is the unique chal- lenge, opportunity, and mission of Judaism in North American?

In his essay “The Blessings of Assimila- tion in ” (1966), Dr. Ger- son Cohen employs Ahad Ha’am’s dis- tinction between chikkui shel hitcharut (competitive imitation) and hitbolelut (assimilation): Whereas the latter leads to the disappearance of the Jewish people and its distinctive culture, the former enables the healthy appropriation of new forms and ideas for the sake of growth and enrichment. American Judaism’s re- ligious, cultural, and intellectual creativ- ity requires living within and apart from American civilization, utilizing prosper- ity, power, and freedom, and creatively adapting or “Judaizing” American vir- tues, such as democracy, pluralism, ěđĞĕďĕĐ egalitarianism, and pragmatism. Just as Judaism has integrated and interacted fruitfully with a multitude of majority r)B:JEJPO host cultures in the past, the American-

[15] [16] )B:JEJPOrěđĞĕďĕĐ Putting the Ideology Back ¿ that no dream of the sort that makes education easy can survive. Atthesametime, thatmakeseducation easycansurvive. ofthesort that nodream and ametamorphosis atransformation effected materialization ofIsraelinreality plausibilityoftheZionistidea.The tothefuture ofthreats many waysthegreatest momentofZionisthistory,of Israel,ratherthansimplybeing thecrowning wasin It mightsoundodd,butwhat IamsuggestingisthatthefoundationofState thatcallsintoquestionthevalidityofitsmythicalprogeny.force isaninevitably deconstructing asasafehavenforJewishrefugees, with itsvirtues able thatatsomestagealongthewaysomeoneisgoingtonotice thattheState,even Giventhisanalysis,itseemsalmostunavoid- Hitlerwasborn. longbefore articulated tion ofavision,thesemi-utopiansolutionto“Jewishquestion” thatwasfully ofanideal,theconcretiza- and notoftheShoah.AssuchIsraelwasrealization insistthat theStateofIsraelwasandisaccomplishmentZionism they correctly Inotherwords, ideological movementthatbeganinPost-EnlightenmentEurope. ofan right,that theStateofIsraelwasborn Historians insist,andIbelievetheyare the conflict. beoneofthebiggestissuesespeciallyatthistime— pointing outwhatmustsurely issomethingtobesaidfor ButIdothinkthere to simplyputthequestionrest. isananswergoodenough thanoneanswertothisandIdoubtthatthere is more place ofIsraelinJewisheducationthatdoesnotsimplyspeakforitself?Iguessthere specialjustification?Whatisitaboutthe Why doeducatorsfeelthesubjectrequires So whatistheissue?WhyitthatIsooftenencounter“WhyIsrael?”question? unique toIsraeleducationnorintrinsicit. neither they are sort, ofthepedagogical/curricular problems are a mouse.Ifthere connectionand tobefoundbyanyteacherwithalittlecuriosityanInternet where every- quality essays,thoughtfulop-eds,evocativemovies,booksandpoemsare iseasy,to teachaboutIsrael.Accessinginformation and ways orcreative ers mayhavecomingupwithinteresting teach- notdefinedbyanyspecialdifficulty a problem—is is withIsraeleducation—andthere sense. Theproblem lar one.Neitheristheissuepedagogicalinnarrow The questionofIsraeleducationisnotsimplyacurricu- by the by “war” inGaza. by great elapsed since I first agreed to write this piece.to write agreed elapsed sinceIfirst Then again, haschanged. everything not bigques- The Alick IsaacsAlick tion—How shouldwedealwith “Israel” inJewish education?—remains as it was.education?—remains asit However, seems it to me that the particular context that makesthis that context the particular that to me question acute at this time isnowsuddenlyrede- this question acuteat deal has happened in the short time that has that time the short dealhashappenedin fined both by the ascendanceofanewadminis- fined bothby tration in Washington and Into Israel Education Israel Into He canbereached at [email protected]. War, reevaluatesthought.the placeofpeaceinJewish periences asacombatthe Second soldierin Lebanon titled Institute inJerusalem, completed hasjust abooken- the Advanced of Director the Hartman Bet at Jewish Educationthe the Hebrew Universityandis at Dr. AlickIsaacs Prophetic Peace It is ironic, buttheZionistmovement that It isironic, optimistic dream cometrue. optimistic dream anunequivocally embrace itasifwere tively forthemselvesandexpect themto toevaluate nega- opportunity have every that they reality identify withaconcrete ous. We invitetheyounggenerationto obvi- surely tend toblameonCNN—are ofthisstrategy—theoneswe verse effects Israel inthistimeofconfusion.There- questiontoput tage?” isthewrong next generationsofJewstotheirheri- “How canweuseIsraeltoconnectthe keep thenextgenerationofJewsJewish. to effort oftheoverwhelming as part talization ofIsraelinJewisheducation instrumen- pounded bythewidespread view, thisgenuineconfusionisonlycom- I shouldaddatthispointthat,inmy todivine. hard its purposeinJewisheducationisequally standing intheworldtoday, andhence capacity tohonestlyevaluateIsrael’s our ing. Thiscombinationobstructs isblind- an ideologywithitsrealization confusion causedbytheco-existenceof the mythandreality, butbecausethe cators needtochoosebetweenteaching notbecauseedu- education isdifficult, My pointisthatthequestionofIsrael tacles andletsoutanagitatedsigh. over therimsofitshalf-moonedspec- that is.ItlooksattheState,asitwere, totheIsrael threat lae posesarelentless Zionism withitsnaivelyutopianformu- ,the MeltonCentreteaches at who for which, following uponhisex- came to give an ideal answer to the ques- ing the confusion between ideology and from a clearer sense of purpose about our tion of Jewish identity has inadvertently reality in order to begin the search for a ideological dreams for Israel’s future. We been responsible for inventing a society new ideological purpose that Israel’s fu- need not fear criticizing Israel’s part in its that is implicated—right or wrong, fairly or ture can “stand for” in American Jewish own wars any more than classical Zionist no—in one of the greatest scandals of our life. If the point hasn’t been made clear education feared its critical evaluations of time. The is perpetually em- enough…I propose we start by thinking Diaspora Jewish life. But these critiques broiled in a conflict that is chronically erod- ideologically and educationally about must leverage a hopeful imagining of a ing away its moral fiber while the enduring peace. By this I mean peace as a dream future in which our tradition’s commit- impact of Israel’s foundational idealism al- that we seek to fill with Jewish content ment to peace—like its dreams of self- lows many to take comfort in ideological and reinvigorate with Zionist Jewish determination 100 years ago—are finally conceptions of political reality that isolate meaning. Today’s “” that given their day in history. the “loyalist” view of Israel from the rest the war in Gaza has once more made of the world. Today’s Zionists (and I count acute is: What does peace mean in Juda- Just as Zionism encompassed various vi- myself among them) are forced to stand ism? What did peace mean in the unful- sions of what Jewish sovereignty would alone against a hostile world convinced filled dreams of the great prophets, rab- look like and stand for, a starry-eyed edu- that nothing has really changed since the bis and Zionist thinkers of the past? What cational and ideological commitment to dark days of Crusades and blood libels be- should it mean across the Jewish world Israel’s peaceful future should stimulate cause it is a law of nature that “Esau will today? How can we as educators ensure vigorous debate about Judaism’s under- always hate Jacob.” This is ideology gone that our heritage yields as rich an answer standing of peace. The concept itself is far wrong. Ideology is abused when an estab- to these questions today as it once did to from simple and its meanings in Jewish lishment uses it to justify, rather than to such classical Zionist questions as “What texts are extremely varied. But the multi- change, its ways. Ideology is only plausible is Jewish sovereignty? How does Jewish vocal reconsideration of peace in the face when it broadens our view of the future, history look if we tell it as the story of a of the unique historical challenges that not when it narrows our understanding of nation?” the State of Israel faces today is the ideo- the recent past. logical opportunity of our time and, in The educational coherence of teaching my view, the cause that can give renewed The challenge of Israel education as I see about Israel’s present reality in a cur- purpose to Israel education throughout it is therefore the challenge of unravel- riculum for Jewish education will come the Jewish world. ¿

The Alexander Muss Institute for Israel Education (AMIIE) is dedicated to engaging teens and helping them discover, explore and embrace their connection to the heritage, culture, and . AMIIE works together with Day Schools and community groups to customize their Israel experience bringing Israel’s living history into the hearts, minds and souls of all that attend. 7HO‡:HEZZZDPLLHRUJ (PDLOLQIR#DPLLHRUJ ěđĞĕďĕĐ

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t ! L e a r n i ,QSDUWQHUVKLSZLWK This is no ordinary trip - This is YOU in ISRAEL i t ! L i v e [17]! A journey you will never forget! L o v e i t [18] )B:JEJPOrěđĞĕďĕĐ Overcoming Media Bias in Bias Media Overcoming t t t t t t t t t t t t ¿ Telling the Story about Israel: APrimer by derlying bias. For example: questions you mayreveal cankeepthat un- inmind the main story and garner out-of-context sympathyforonesideorthe other? andgarner the mainstory tothestory, ordotheydiverge thesepertinent from Photos andcaptions:Are andwhich sidethevictim? gressor byfailingtoidentifywhichsidewasthe ag- Does theheadlineskewstory theleadership’sline? does themediaonlyquotemoderatevoicesthatparrot opinionswithineachcamp,or Does themediaquotedissentingorextremist the claimstandunchallenged?Doesonesideusually“get lastword”? ordoes When onesidemakesaclaim,istheothergivenchance torefute, position? tothatside’s weightandcredibility lending more treatment—hence erential Is “equaltime”grantedtobothsidesoftheconflict,orisone sidegivenpref- combatants andcivilians? unqualified,orisadistinctionmadebetween casualtycountsexpressed Are suicidebombersandcollaboratorsincludedinPalestiniancasualtycounts? Are ofpoverty,reasons ornationalliberation? frustration, Does themediaattempttogivejustificationforanactofviolence—e.g., theperpetratorsofviolencedescribedinpassiveoractiveterms? Are violentaggressor? asthe more portrayed Though bothsidesblameeachotherforperpetratingtheviolence,isoneside profession)? or likethevictim’sname,age,familialrelationship, ing personalinformation (e.g.includ- ofitsvictimsinhumanizingterms the portrayal Is sympathybeingelicitedforonesideoftheconflict,through side wasattackedandwhichretaliated? violence,isthesequenceofeventsclear, astowhich In reporting theworld? ofconflictaround areas other tothemedia’spolicyregarding If not,doesthisconform “terror”? againstcivilianstermed actsofviolencedirected Are about analyzing the news report? analyzing about There are certain Gary Kenzer development in the Mideast.development in Howshouldyou go ou clickonany news new .com andnoticeahot By using terminology anddefinitionsina By usingterminology Terminology #1: MisleadingDefinitionsand Violation becoming apawninthemediawar. ofthesemethods,wecanavoid ing aware not—to influencepublicopinion.Bybe- employed bythemedia—intentionallyor commonmethods the lines?Listedare between the truth discern How canreaders Israel. ofmoralityto applies adouble-standard Oritcouldbethattheworld underdog. forthe excitingtoroot be thatit’smore coverage oftheIsraeliposition.Oritcould open more while Israelidemocracypermits into coveringonlythe“positive”side, intimidatedbyPalestinianstrongmen are Why isthemediabiased?Itcouldbethey opinion. manipulation ofmediatoinfluencepublic todayisthe aspect totheMideaststruggle And asisbecomingpainfullyclear, akey hasbeenraisedaboutmediabias. concern the warsinLebanonandGaza,much Middle EastwiththeSecondIntifadaand ofviolenceinthe Since theoutbreak player intheprocess. ensure thatyou’re more thanjustapassive role inMideastevents,here are sometoolsto With themediaplayingsuchanimportant Objectivity Seven Violations ofPrinciplesMedia [email protected]. conferences. Hecanbereached at nationallylectured at educators vices for over well 20yearsandhas been inJewishcommunal ser- ofHonestReporting,Director has Gary Kenzer , National USA Executive way that implies accepted fact, the media in- Violation #2: Imbalanced Reporting tives or adverbs, unless they are part of a jects bias under the guise of objectivity. quotation. Also, the source for any facts and Media reports frequently skew the picture by opinions should be clear from the report, or Example: The New York Times subtly al- presenting only one side of the story. alternatively it should be stated that source is tered its reference to the Temple Mount, intentionally undisclosed. which unbiased historians have always ac- Example: The media presents a speaker knowledged was the site of two Holy Jew- from one side of the conflict that Example: A Los Angeles Times editorial car- ish Temples. In apparent deference to merely ratifies the opposing view- toon depicted an Orthodox Jew praying at Palestinian leaders who claim that no Jewish Temple ever stood on the Jerusalem hill toward which A key aspect to the Mideast struggle Jews have prayed for millennia, the today is the manipulation of media to Times began appending the phrase to include “which the Arabs call the Haram influence public opinion. al Sharif.” point. For example, under the guise of the Western Wall, with the stones of the Then, a few weeks later, the Times referred “balanced reporting,” the media is fond wall forming the word “hate.” The caption to “the Temple Mount, which Israel claims of quoting Michael Lerner, a California read: “Worshipping their .” to have been the site of the First and Sec- rabbi who called Prime Minister Barak’s ond Temple.” It was no longer established policies “racist” and “oppressive,” refered In defense, L.A. Times artist Michael historical fact, but a mere “claim.” Then, to the IDF as “barbarous” and “brutal,” Ramirez pointed out that that a second in a subsequent article, the Times de- and accused Israeli citizens of perpetrating man in the cartoon (who was sprawled on scribed Israeli troops as having “stormed “classic Russian on Palestinian the ground and much less noticeable) was the Haram, holiest Muslim site in Jeru- civilians.” actually a Moslem praying. Unfortunately, salem, where hundreds of people were at the kaffiyeh which would identify him as worship.” No mention whatsoever of its Violation #3: Opinions Disguised as News a Moslem is practically invisible. Further- status as the “Temple Mount” or the single more, Ramirez was unable to explain why holiest Jewish site. An objective reporter should not use adjec- [continued on page 53] ěđĞĕďĕĐ

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[19] [20] )B:JEJPOrěđĞĕďĕĐ middle, not piling on to what you already have. middle, notpilingontowhatyoualready the from beonyourside.Youralready yourranksbyrecruiting goalistofortify arguments foradvocating,becauseallofthosewhocouldbeswayedbythatwill noteffective totheJewish people.Theseare tions tothelandandGod’spromise connec- religious especially privateschoolstudents,basedtheirarguments around andfantasy. factsandlogicratherthanconjecture cold-hard However, someothers, students cameupwithcogentandsolidarguments tostatetheircasethatutilized ofIsrael.Many one mainargument forAmericansupport askedtoformulate were a question-and-answersessionwithmanyIsraeliadvocates.At oneinparticular,we thispointenough.Attheleadershipseminar,of I cannotstress Iwasabletobepart advocateistoknowyouraudience. aspectofbeinganeffective The mostimportant advocatepossibleforthestateofIsrael. the mosteffective waystobe this pastNovember. havetaughtmedifferent Alloftheseopportunities aswelladelegatetotheAIPACConference HighSchoolSeminar Schusterman Israel advocacy. oftheAIPAC Ihavealsobeenapart Policy thisprogram, Through York inworkshopsregarding Cityandlistentoeminentspeakersparticipate when, onceamonth,Imakethehour-long ConnecticuttoNew commutefrom Israeli cause.Forthepastyear,ofWrite Ihavebeenapart onforIsraelprogram, advocacy, undecidedontheissuetojoin andhowtobestpersuadethosewhoare methodsofIsrael As ayoungadvocateforIsrael,Ihavebeentaughtmanyimportant Israeli civilians. their wayofliferatherthanonownleadersforattacking them andruining ontheIsraelisfortorturing abletoplantthespotlightsquarely the Palestiniansare sors. Duetoasolidworkingknowledgeofmediamanipulation, oppres- ratherthantheperceived forthosebeingoppressed root itisnaturalto fight for. ofunderdogs, InAmerica,acountry the highest levels of freedom of the press intheworld. So,sincetheUnitedStates isa of the press the highestlevels offreedom Israel.Israelhasoneof is supposedtostandupfordemocratic ideals,ithastosupport democracyintheMiddle East.So,iftheUnitedStates to joinit.Israelistheonlytrue ofacauseandconvincingothers insupport of themainmethodsforarguing strongly two are Bible. Logic,forexample,and appealing tonationalismratherthanreligion, tothe betterthanresorting thatgettheIsraeli pointacross manyalternatives are There ¿ Student Becoming by dvocating a strong support base at home is the only thing that that thing the only homeis baseat a strong support can solidify support for Israel support can solidify abroad. Now, especial- Ethan Hammerman ly after the crisis in the Gazaly after Strip,the crisisin isimportant it to show others the truth behind the behind truth the to showothers dark proceedings precipitated by Hamas’s relentless barrage ofrock- et fire intoet Israel. southern The Israeli cause is an incredibly hard oneto hard The Israelicauseisanincredibly for Israel important. isreally up Building Advocates for Israel for Advocates ecdotal evidenceofEthiopian and Soviet an- related human interest not usemore maintain theirownershipofthe land,why to the warsthatIsraelhasgonethrough For example,insteadoftalking about the bestpossiblepersuasivearguments. on thepositivescanbefoundationof the causeofhernativepeople.Focusing tosupport somanyreasons are that there thingaboutIsraelis shun it,andthegreat tojoinacauseratherthan look forreasons oftenthannot,people to yourside.More tocomeover center oftheIsraelspectrum forconvincingthoseinthe prudent more tative ones.Positivearguments tendtobe aspects ratherthannegativeandargumen- is besttofocusonpositiveandproductive ofarguing points,it persuasion. Interms legitimization andthepowerofpositive factorofadvocacyis Another important Foundation. nalism program,the Avi fundedby Chai the a memberof Write Onfor Israel jour- High SchoolinStamford, Connecticut, is Ethan Hammerman to convincingothersofyourpoint. nity? Knowingone’saudienceisintegral itshomosexualcommu- rights Israeloffers Instead, whynotfocusontheliberalgay left-wingcrowd. est todiscusswithamore However, thatisnotthebesttopicofinter- idea tomentionIsrael’sliberalgunrights. itmaynotbeabad a right-wingcrowd, situation. Forexample,whenspeakingto ments thatshouldonlybeusedincertain someotherargu- are ing forIsrael.There foranyaudiencewhenadvocat- perfect on thingsthatallAmericansholddear, are actions. Arguments likethese,whichfocus Israelinallofits tosupport it isnecessary ofthepress, offreedom major proponent , aseniorat Westhill Jews who came to Israel in order to find better lives for themselves and their fami- lies? It utilizes basic human pathos in or- der to prove its point, and is beautiful in its pure simplicity. Unlike network news, in advocacy, positive information is always better than negative information.

Thus far, I have given you a lot of informa- tion in terms of how to convince others of your belief. Well, what about in a debate situation? In this case, there is an easy-to- remember method to use. It is called the ARM method, and it is a perfect way to win over anyone in a heated debate. First, you agree with the posed contention, es- pecially if it is particularly negative. Face The argument: Israel killed many civil- is to bring peace for all Israelis and Pales- it, your opponents may know some basic ians in the attacks on Gaza. tinians, and a major component of this is facts. If they are correct, acknowledge it. to end Hamas’s reign of terror in Gaza.” However, reframe it in a different light. Agree: “That is true. Unfortunately, Israel Make it seem like it was necessary for Isra- did kill many civilians in the Gaza attacks.” I hope that this short introduction to Is- el. No matter how negative, any situation rael advocacy will help you take up arms can be strongly legitimized. Finally, have a Reframe: “However, one must remember in the battle for Israel. Even if you don’t strong message. This serves to bring your that, unlike most military organizations, join Tzahal, you can still be on the front argument home, and completely stave off Hamas operates within civilian popula- lines in another crucial war, the war of the attack. tions. They were the main target in this public opinion. Israel needs to be defend- case, and it was necessary to attack them.” ed, and I hope that with this new infor- Here’s an example of the ARM method mation, you will be ready to defend, and at work. Message: “The goal of the state of Israel teach others to defend, Eretz Yisrael. ¿

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Once Upon a World Award—Simon Wiesenthal Center Eloise Jarvis McGraw Award for Children’s Literature r)B:JEJPO Anne Izard Storytellers’ Choice Award Mollie Katzen’s award-winning cookbooks for kids Oregon Spirit Award Pretend Soup r Honest Pretzels r Salad People Available where books are sold. TRICYCLE PRESS www.tricyclepress.com [21] [22] )B:JEJPOrěđĞĕďĕĐ tion forIsraelis. thatencouragesimmigration, andisaprimedestina- schools. Inaddition,Canadaisacountry of newstudentshasbeen400+,including 70%-80%ofallGrade8studentsinthelocalday yearsourannual recruitment highlevelofIvritintheschool.Inrecent and wehaveavery campus isasparkling,new,known intheToronto ournorthern area; fully-equippedfacility; school. We well- haveover1,5009-12students,co-ed,ontwoparallel campuses. We very are 2. To TanenbaumCHAT givesomebackground: large, pluralistcommunity high is a very RabbiEli Mandel,fortheircommentsonadraftofthisarticle. particularly inToronto, withit.Iamgratefultoanumberofcolleaguesandfriendshere comfortable more familiarwiththeJewishDaySchoolsystemand hence muchmore Americans, forexample—are Otherimmigrants—SouthAfricansandSouth and seemtobeateaseinthoseenvironments. traditionalJewishschools, traditionalgravitatetomore more For example,Israeliswhoare not. whichtheyare considers“Israelis”asamonolithicgroup, thatthisarticle I amaware Similarly,to Judaism,Jewishcommunityandschoolsisjustascomplex, butdifferent. whoseattitude adistinctgroup, Russian.Theyare whose Jewishandculturalidentityremain Israel,but theFSUwhomayhavetransitedthrough It does notincludeemigrantsfrom dren. Israel,andtheirchil- Israelis whohaveemigratedfrom dealswith born-in-Israel 1. Thisarticle t t t clude: ¿ Attracting Israelis to Some ofthetargeted recruitment thelocal“Israeli-Israeli”community.ing from seriousbarriers. are There recruit- the childintoJewisheducationalsystem.We in difficulty havefargreater (themselvesoftenDaySchoolgraduates)bringing parent with theCanadian-born parent, andoneIsraeli-born ofoneCanadian-born children Butmanyoftheseare students haveoneortwoIsraeliparents. 12-13%ofour showsthataround Our Grade9intakesurvey Israelis. haps 30%oftheJewishpopulationconsistsformer to) hasbeenworkingonthisissueforsometime.TheVaughan TanenbaumCHAT AcademyofToron- (CommunityHebrew school system. Why? the JewishDay them into extremely difficultto recruit the localJewishpopulation.25% ormore of hasbeen It by region, north ofToronto, campus north region, isthesiteofournorthern Diaspora community, insomeplacesaccounting for ligible); neg- inIvritonthelocalIsraelicableTVchannel(results: extensive advertising gible); negli- ofmaterialaboutthe school inIvrit(results: printing andcirculating gible); negli- inthelocalIvritnewspaper(results: andfeatures extensive advertising The Challenges of The Challenges and a very fast-growing Jewish area. We Jewisharea. fast-growing estimatethatper-and avery sraeli Paul Shaviv emigrants 1 are now a significant part ofevery are part nowasignificant 2 initiatives we have made to Israeli parents in- initiativeswehavemadetoIsraeliparents Our DayOur Schools 1. notlimitedto: are TanenbaumCHAT. Theyinclude,but andstudentsinto tracting theseparents at- before ers thathadtobeovercome a setofcultural-emotional-Jewishbarri- Iidentified andpotentialparents, parents andconversationswithIsraeli interviews cultural issue.Afterdozensofmeetings, Originally, Isawthisasaconceptual- Why isthisexperiencesodifficult? t t t [email protected]. CHAT in Toronto. Hecanbereached at ofEducationthe Director at Tanenbaum- Paul Shaviv majority. Theyhavenoconcept of usedto livingasaJewish raelis are The majority-minorityissue: theseefforts. tor” todirect Coordina- speaking “Recruitment Ivrit- (andRussian-) a part-time For thelastyearwehaveemployed done). worktobe maybesomemore there disappointing,although (results: ents andinvitethemtotheschool out”topotentialpar-ally “reach askedtoperson- were parents—who satisfied indeed sendtheirchildren, the majorityofthoseIsraeliswhodo Ambassadors”—like raeli “Parent someIs- and, thisyear, recruiting tense exchanges); inantagonisticand often resulting negligibleand ganizations (results: Israeli culturalandcommunityor- out”tolocal attempts to“reach —himself anIsraeli citizen—is Is- what it is to live as a minority, or the have no concept of the broader, ish schools are private, and have to effort or “investment” needed to more tolerant Jewish options of the charge tuition fees. “We’re Israelis— preserve identity and culture. (“We Diaspora.3 Israeli parents ask me we don’t have to pay” is a frequently don’t need Jewish schools; we speak questions like “Do you teach secular heard declaration. The request for Ivrit at home, and that’s enough.”) studies in your school?” A major is- fees (however great the offered re- sue is the convention of boys wear- duction) also runs counter to their 2. Israeli vs. Jewish: They see their ing kippot in Jewish schools. “My perception that Diaspora Jews are identity as national, and not in any son will never be forced to wear a very rich: “If the local Jews want way religious. Diaspora Jewish edu- kippah.” Even though I explain that us to send our children to Jewish cation is almost entirely designed to in our school it is as much a sign schools, they should pay for us!” relate to Jewishness as fundamen- of ethnic identification as it is a re- They also are puzzled that in Israel tally—although not exclusively— ligious act, it is a major barrier for many institutions are free gifts to lo- religious. In multicultural Toronto, many. cal Israelis by Diaspora communities, some Israeli parents are far more but here they have to pay for them. comfortable seeing their children as 4. Private education; and “Israelis Unless the family has an unusually the “Israel contingent” in the public don’t have to pay”: Private educa- longer-term perspective, for “new schools—relating to other ethnic / tion is almost nonexistent in Israel. arrivals” focusing on jobs-housing- national minorities—than as relating Israelis do not understand that Jew- education, the choice between free to the Jewish community. public schooling and the more com- 3. Rabbi Eli Mandel perceptively commented plicated, fee-paying Jewish school that the non-Orthodox character of many 3. “Jewish” means “ultra-Ortho- option seems a “no brainer.” Jewish schools actually confuses and even dox”: Aggravating this, many Is- alienates them, and they regard the schools raelis bring with them acrimoni- as representing something inauthentic. Like 5. Jewish identity as a stigma: They ous baggage from the dati-chiloni the shul that they don’t go to, the school that often believe that attending a Jew- (religious–secular) conflict in Israel. they refuse to send their children to should be ish school will stigmatize their chil- They see the word “Jewish” (as in strictly Orthodox as well. In support of this dren. “Will my child be accepted “Jewish School”) as meaning “reli- comment, it should be noted that the only at university if s/he has gone to a gious,” and “religious” as meaning synagogue group that seems to have success in Jewish school?” Unfamiliar with connecting to the Toronto Israeli population charedi (“ultra-Orthodox”). They [continued on next page] is Chabad. ěđĞĕďĕĐ

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[23] [24] )B:JEJPOrěđĞĕďĕĐ Orthodox streams ofJudaism—have streams Orthodox of Judaism—even Modern dox streams ofDiasporaJudaism.Non-Ortho- true Thesameis is primitiveintheextreme. imageofDiasporaJews The portrayed about “ThelastJewleftin…”. andbatheticfeatures Jewish millionaires, exceptions:anti-Semitism, life, withthree ofDiasporaJewish noreporting virtually is of Israelitelevisionwillknowthatthere Readers oftheIvritnewspapersorviewers tem). Israeli media(andtheschoolsys- inthe of DiasporaJewishlifeportrayed tion—namely, theimage,ornon-image, isafarsimplerexplana- cluded thatthere visittoIsrael,Icon- During arecent nars? andsemi- phize andholdconferences over whichweshouldagonize,philoso- this anAhadHa’am-typeconundrum, Diaspora) inclassicZionistideology?Is battle of identity? Isthisanechoofthehistoric conceptions ofJewishnessandJewish betweenIsraeliandDiaspora differences theytheoutcomeofsophisticated Are causeofthesefeelings? What istheroot friends. wants tosocializewithJewishorIsraeli going backtovisitIsrael,andnolonger in forgotten theirIvrit,hasnointerest years laterwhentheirson/daughterhas three speak Ivritathome”)butreappears to TanenbaumCHAT inGrade9(“We family thatdecidesnottosendtheirchild scenarioisthe And soon.Arecurring 6. [continued fromprevious page] things JewishintheDiaspora. toall emotions intheirrelationships rational andoftenhighlydefensive leaving Israelgeneratescomplex,ir- about among someIsraeliémigrés Guilt: Americans). tobecomingCanadians(or a barrier nic pluralism,theyseeJewishnessas andeth- Americanreligious North Shlilat ha-galut Theconflictedfeelings (negationofthe t t t the followingreactions: civic status.Thisgeneratessomeorallof forJewishidentityandwithout groping ofanti-Semitism,unorganized, threat the expects tomeetJewscoweringfrom An Israelicomingtolivein,sayToronto, Israeli society. ish lifebypoliticalorculturalleadersof knowledge ofJudaismorDiasporaJew- wise, anecdotesaboundofthelack better, them.)Like- butnoIsraelisread Israeli English-languagemediaisrather (Thesituationinthe in theIsraelipress. ormisrepresented ignored theyare Jewry American constitute amajorityofNorth complained foryearsthatalthoughthey to have their products carry koshercerti- carry to havetheirproducts ofnon-Jewish manufacturers readiness the food bynon-Jewishsupermarkets, on theenthusiasticmarketing of kosher puzzlement tellectual variantsonthisare inJewishstudies?”)Non-in- nize acredit society. (“Whywouldauniversityrecog- occupyinwestern ism andJewishculture derstand theestablishedplacethatJuda- of anyJewishritualorbeliefcannotun- Further, Israeliswhohaveanegativeview t funding. ofUJA stilldesignatedrecipients are they nowliveintheDiaspora thatalthough includes aperception raelis” (notsurprisingly),butthis They continuetoidentifyas“Is- tothem. tity isincomprehensible The conceptofpositiveJewishiden- a shock. activecommunityis confident, very Meeting thehighlyorganized, self- émigrés, the reverse isoftenthecase. thereverse émigrés, among thecommunitiesofIsraeli the verge of disappearing.Inpractice, on tion, whiletheDiasporaJewsare immunetoassimila- the Israelisare tothismodel, they meet.According variety isnotassumedbyeveryone periority” overtheDiasporaJewish logical modelofIsraeli“identitysu- thattheideo- Some feelbewildered most “Israel isatoneandthesametime would bearoutmylong-heldthesisthat world.Werein thefree thistobeso,it ient Jewishidentitiesofanygroup ucts ofIsraelisocietyhavetheleastresil- ment theymoveoutofIsrael,theprod- see theparadoxicaltragedythatmo- with thispopulation,wewillcontinueto But ifwedonotfindawayofconnecting needed. population, out-of-the-boxthinkingis is clearlynotengagingwith30%ofour system ourcurrent Where correct. are this wouldbea“changeofvalues,”you was aturkey. To that thosewhorespond oftheprincewhothoughthe problem gested byNachmanofBratslavtothe thesolutionsug- from It isnotdifferent trying. to beonbalanceanideaworth associated withthis,butitseemstome logistic, ideologicalandotherproblems practical, numerous are courses. There Israelitradition,andothernuanced more “Ivrit forIsraelis,”Tanakh taughtina raeli population.Thismightincorporate tothelocalIs- tive, andlessthreatening, attrac- more apparently fer acurriculum thatwouldof- Jewish Studiesprogram establishing an“Israelioption”inour consideringis One answerthatweare ananswertothis? Is there Jewish community. bythelocal “money-grabbing exercises” sometimes characterizedistastefullyas existence ofJewishschools,whichthey hence cannotunderstand(orjustify)the ish lifeorJewishcommunitymeans,and So theyhavenoconceptofwhatJew- ates atcorporateevents. to Jewishemployeesorbusinessassoci- ofkosherfood fication, andtheprovision status and all that stems from it. status andallthatstemsfrom life asweknowit,beginningwith minority thatdefineJewishcommunity the properties cause, asdiscussedabove,ithasfew, ifany, of populationetc.“Theleast”be- ish learning, history,popular culture, concentrationofJew- 4. “Themost”byland,language,calendar, Jewish place on earth.” Jewish placeonearth.” 4 Jewish place on earth andtheleast Jewishplaceonearth ¿ Remember those smart kids who wanted to change the world? THEY BECAME JEWISH EDUCATORS Prepare for an extraordinary life at HUC-JIR

Generous The New York School of Education: Scholarships The Rhea Hirsch School of Education in Los Angeles: Available Ⅵ A Master of Arts in Religious Education Ⅵ A Master of Arts in Jewish Education Ⅵ A joint Masters degree with rabbinical ordination Ⅵ A joint Masters degree with rabbinical ordination Ⅵ Full-time and flexible part-time degree options Ⅵ A joint Masters degree in Jewish Education and Ⅵ Specialization in Day School Education Jewish Communal Service Ⅵ Certificates in Adult, Family, and Informal Education Ⅵ A two-year post-graduate residency in Day School Education Ⅵ Supervised Clinical Internships Ⅵ Supervised Clinical Internships Ⅵ Biennial Israel Seminar Ⅵ DeLeT – Day School Leadership through Teaching: a 13-month Ⅵ Evening and Summer courses fellowship program leading to Certificate in Day School Teaching Ⅵ The Leadership Institute for Congregational School Educators and California State Teaching Credential We invite you to learn more about HUC-JIR and our vision to inspire a new generation of leaders for the Jewish people

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J EWISH E DUCATION FOR THE J EWISH F UTURE

[25] [26] )B:JEJPOrěđĞĕďĕĐ why for many years there was a radio program named wasaradioprogram why formanyyearsthere of the grocery store experienceinIsrael,what store of thegrocery writerHaim GouriIhadtoexplainthedynamic what wasgoingoninapassagefrom understand for thestudentstotruly assumptions withinthetext.Forexample,inorder of thewriterwehadtobeabledecodeallculturalcluesandunderstand understandtheintention totruly thatinorder components inthetextanddiscovered lifesettings.Weonstrated howthelanguage“behaves”inreal skimmedthelinguistic choseauthentictextsthatdem- toenablethemfulfilltheirgoalsIcarefully In order withIsraelisandIsraeliculture. able tointeractinHebrew usersofthelanguage;theywantedtobe tobecometrue master alltheseskillsinorder ing ofhowtoanalyzeverbs,andacquiringhigherlevelvocabulary. Theywantedto summer, theirunderstand- theirlinguisticabilities,improving whichincludedrefining bytheendof wastobecomeadvancedusersofHebrew learners level theirlanguageskills.Theirgoalasintermediate der toimprove inor- languageclass.Mystudentscametotheprogram intermediate anexample.LastsummerItaught Let meframethisthrough withnodifficulty.speakers willunderstandthelanguagelearner notaccustomedtodealingwithnon-native native speakerswhoare inthetarget languagesuchthat itandconverseorpresent prehend theywillbeabletocom- intheirlanguageclassroom, or seenbefore the language,whetherspokenorwritten,thattheyhaveneverheard target language.Forexample,wheneverstudentsencounteranauthentic situationin guage educatorsisforthemajorityoftheirstudentstobecomeindependentusers lan- lifesituations.Thegoalofforeign able tofunctioninthetarget languageinreal United States: languagesinthe forforeign inthenationalstandards embedded andwellarticulated is ofthetarget language.Thisconnectionbetweenlanguageandculture in theculture goalstheyneedtobecomewellversed toachievetheaforementioned language learners forforeign isnodoubtamonglanguageeducatorsand policymakersthatinorder There Missing Relatives ¿ the Hebrew Language by get culture within the foreign culture within get languageclassroom. tar-teaching ofa the languageand target teaching ofa the the relationship between language educatorsabout the ongoingconversation schools reflects amongforeign The goal of teaching foreign languageshasevolved.Today,The goalofteachingforeign lan- foreign effective guage until they have also mastered theculturalcontextsinwhichlanguage oc- guage untiltheyhavealsomastered masterthelan- thatuselanguageand,infact,cannottruly ing ofthecultures thestudy ofotherlanguages,studentsgainaknowledgeandunderstand- Through Israel Studies and Vardit Ringvald guage teaching is measured by whether learners reach a level in which they are alevelinwhichthey are reach bywhetherlearners guage teachingismeasured brew languageandIsrael studiesinJewishday he ), andsoon. dissection of the relationship betweenHe- of dissection ęĕČđĘĕĚ (the reserve army) is,whenand army) (thereserve ÂęĕčđĤģ ĥđĠĕēĘ ĤđďĚĐà ( Searching for [email protected]. the Center.at Shecanbereached at and SeniorAcademicAdvisor for Hebrew University-Middlebury SchoolofHebrew, deis University,the Brandeis of Director Arabic Languagesprogram at Bran- the Hebrew and Hebrew of andDirector Dr. VarditRingvald , languages,practices, be- of humanbehaviorthatincludes thoughts, is“anintegratedpattern states thatculture National CenterforCulturalCompetence bythe created The definitionofculture ofthe culture. the ultimaterepresentation butthatlanguageis intertwined, culture languageand viction thatnotonlyare thecon- Many languageeducatorsexpress songs, andholidays,forinstance. guage, suchasfood,clothing,popular daily lifeofthepeopleintarget lan- the thatcomefrom “lower levelculture” cal contextofthegivensociety, aswell in thesocial,political,andhistori- embedded and musicthatare works, art, literary cultural canonsuchasimportant the takenfrom clude “higherlevelculture” speakers. Hence,theyautomaticallyin- to communicatemessagesothernative bynativespeakers materialcreated es are authenticmaterials.“Authentic”sourc- are knowledge, andthebestvehiclesforthis thecultural tointernalize enabling learners for the languageitselfisbestsource ing thetarget language.Inotherwords, isbysimplyteach- teach thetarget culture language educatorsthattheidealwayto isawideconsensusamong There ronment. envi- achieve thesegoalsintheclassroom to seeking bestpracticetoenablelearners thisinmind,languageeducatorsare With Languages). Council ontheTeaching ofForeign Learning curs. ( Standards forForeign Language , publishedbytheAmerican isProfessor of liefs, values, costumes, courtesies, rituals, proficiency and being able to function in raeli culture. manners of interacting and roles, relation- the language. ships and expected behaviors of a racial, If indeed the goal of Israel study is to ethnic, religious or social group; and the If we wish our learners to become more help enhance students’ true connection ability to transmit the above to succeeding than just knowledgeable about Israel and to the culture, and the culture is revealed generations.” Israeli culture, helping them, in addition, through the language, then Hebrew needs to immerse in it and understand it from to play an important role in the Israel study Elizabeth Peterson and Bronwyn Coltrane inside out, we definitely need to use the curriculum. from the Center for Applied Linguistics Hebrew language to make it happen. write, “This means that language is not Some practical advice: only part of how we define culture, it also To accomplish this, Israel educators need reflects culture.” They explain the implica- to consider exposing their students to a va- When teaching about Israel try to group tion for developing curriculum: “Thus, the riety of authentic texts ranging from daily your learners according to their Hebrew culture associated with a language cannot news to poetry, from movies to popular level. be learned in a few lessons about celebra- songs. They need to be able to expose them tions, folk songs, or costumes of the area to authentic experiences whether they are In each thematic unit include authentic in which the language is spoken. Culture is holiday celebrations or living with constant materials in Hebrew according to the stu- a much broader concept that is inherently security threats. Their goals should be to dents’ level. tied to many of the linguistic concepts taught in second language classes” (ERIC Digest Dec 2003).

While the role of culture is on the minds of language educators, the question is wheth- er the role of language is on the minds of culture educators. Or, to be more specific in our case, do Israel study teachers need to view Hebrew as key for their learners to understand Israel in the same way that He- brew language teachers should understand the importance of understanding Israeli culture for the success of their students?

In essence Hebrew language educators and Israel studies educators rely on a certain shared knowledge base for success. In the case of Hebrew teachers, understanding Israeli culture supports the goal of help- ing their learners to become true users of Hebrew. In the case of Israel study educa- tors, the same understanding is necessary for their students to gain a true grasp of Is- rael. This still leaves us with the question of whether Israel studies educators need He- brew as part of their curriculum. While it help their students to be able to read be- Try to expose your learners to a variety of is true that students can learn about Israeli tween the lines and synthesize what they authentic texts. culture without knowing Hebrew—study- know about the society and identify with ing facts, reading literature in translation, it. In other words, the same way Hebrew Utilize techniques taken from the Hebrew and learning about current events in Israel language educators should aspire to make language classroom such as role play, mean- from English newspapers—this absence their learners independent users of the ingful memorization, listening and reading would prevent them from being immersed language in real life settings by immersing comprehension activities in order to im- ěđĞĕďĕĐ in the culture. The learning goes on at them in the culture of the target language merse the learners in the learned topic. arm’s length, and as in language learn- in the language class, Israel study educa- ing, there is a difference between “learn- tors need to aspire to make their learners Use your Hebrew language educator in r)B:JEJPO ing about” the language versus achieving develop an insider’s understanding of Is- your school as a resource. ¿

[27] Advice to a Shaliach ¿ by Galit Crammer Bar-Tuv

You come highly motivated, full of ide- Introduce yourself; do not leave it for You really bring to the shlichut ology; some of you think you have all others. Because you have the title of an authentic Israeli’s ground the answers to the problems of the go- shaliach, community members will ap- and air; you bring yourself— lah. Then you fall into a community proach you with ideas and issues about your personality, your beliefs, or a school that is already well estab- Judaism and Israel. Be gentle; they are your family, your questions, lished, with strong feelings about Israel not asking you to change their life. Iden- your worries, your life experi- and about their Jewish identity. It only tify appropriate areas in which you can ence, and your love. Israel is takes a short period to realize that your contribute, and try not to step on others’ part of your biography and current plans are irrelevant for these peo- toes. But when you have a good idea, go identity; when you bring your- ple. Instead of teaching, you learn from for it! Contact key organizations such as self to the community, you them. Instead of being strong, you are the Federation and the Jewish Agency; bring Israel as well. Your com- taken care of. Then you wonder, what is be informed about up coming lecturers, munity will see Israel through you. my shlichut (mission)? relevant rallies and other events. In these More important than any event or ways and more, be part of the communi- program you may plan is who you I would like to share some of my thoughts ty. Remember that you are an Israeli, but are every day. Do your best, make on this question based on my five years Israel is not yours alone. Look for posi- true friends, be honest and gentle, as a shlichah. To begin with, you must tive forces and talented people in your be yourself. That is your greatest respect all the different ways of observ- community and plan long term programs contribution as a shaliach. ¿ ing Judaism and loving Israel that you and special events with their help. encounters. You have to observe, absorb, Galit Crammer Bar-Tuv is a He- and learn about the community you are I do not want to disappoint you, but the brew teacher at the Jack M. Barrack serving: Who are the leaders? What is above dose not describes the most im- Hebrew Academy in Merion Sta- missing in this specific community? What portant part of the shlichut. In fact, most tion, Pennsylvania. She can be reached at are its needs? What are the community’s if not all of those roles can be fulfilled [email protected]. expectations from you as a shaliach? by others. So we return to the opening question: What is my shlichut? ěđĞĕďĕĐ )B:JEJPOr [28] Twinning Project with Israeli School ¿ by Irit Kuba

“This week was the best week of school I’ve and curriculum together. amazing friends from across the world are ever had because this week the students from not much different than me.” our twinned school in Israel came to our But the peak of our relationship with Reali school and our houses.” (Wornick 7th grade occurred when the Wornick community “I learned about the people from Israel and student) hosted the first students’ delegation from Israel itself. The Reali visit strengthened Reali. 24 students and 5 teachers who my sense that Israel is the Jews homeland Israel has been a significant part of have been in contact with our Middle and it is always welcoming to Jews in the our school culture and programs School students and teachers during the Diaspora.” since we joined the Israel Educa- past two years came to spend a week with tion Initiative “Twinning Project” us, learn about Jewish life in the Bay Area, The Twinning Project allows us to create a and twinned with The Hebrew and advocate for Israel. Reali and Wornick sense of unity between Israelis and Ameri- Reali School in Haifa, Israel. Our students traveled to San Francisco, per- can Jews based on reciprocity and person- relationship, or as we call it, our formed community service, talked about to-person relationships. Klal Yisrael is not Peoplehood program, is based on and spent a weekend limited to Israel and the United States; the Israel-Diaspora relationship retreat together. therefore, the Peoplehood Program of and emphasizes the importance the schools now includes the Jewish day of each community to one an- “I personally think that the week with the school of Istanbul, Turkey. other. Reali School was the best week of my whole life. It opened many new doors of oppor- The mifgashim (encounters) strengthen During the years our relationship tunity and friendships. I think that who- our students’ Jewish identity, create a with the Reali School has grown from ever thought of connecting us with the Reali strong sense of belonging and unity, build simple exchanges of holiday greet- School is a genius. This made my life better meaningful experiences and provide our ings to dual curricular units taught in and I am sure lifted the souls of all of my community with the opportunity to con- parallel at both schools. Our Middle peers. I learned so much from these kids and nect to the state of Israel and its people School students exchange a monthly made friendships that will last a lifetime. on a very personal level, gaining strength newsletter, respond to topics in our Even though I am already religious, they from Klal Yisrael. ¿ mutual blog, and recently began using made me want to be as much as a Jew as I a virtual city where they can meet, can. They made me proud of my culture and Irit Kuba is the Israel Coordinator at the leave messages and post video clips. looooooooove Israel. I am forever grateful to Ronald C. Wornick Jewish Day School in During the 8th grade Israel trip the students of the Hebrew Reali School in Foster City, California. She can be reached our students spent time with the Haifa.” at [email protected]. Reali students, experiencing their daily life at the school while being “My grasp of Judaism changed much. When hosted by Israeli families. While in we had a debate in groups, their ideas made Israel, Wornick faculty studied and me wait and think. I learned that these worked with their counterparts at Reali to create a vision ěđĞĕďĕĐ r)B:JEJPO

[29] An Encounter with the Elderly in Israel ¿ by Amy Wasser

Entering into our ninth year of Israel trip teach them a new trade to make the se- though we are never as talented programming, the Hillel School of Tampa niors feel useful and creative. Inside the as they, it is a wonderful multi- will once again visit Lifeline for the Old, stone walls of this enclave you will find generational activity. When we Yad LaKashish. Together with our travel- former teachers, bus drivers, doctors, and are fortunate to have a student ing partners from B’nai Shalom Day School lawyers painting, doing ceramics, binding who speaks Russian or , of Greensboro, old books, making talitot, sewing, and there is great excitement when North Caro- numerous other crafts. Not only do they they can converse with some- lina, each year learn these new skills, but they do them one who came from Eastern we bring our amazingly well. My home, as well as those Europe. Usually we get by with students to this of many others I know, is filled with beau- Hebrew and the conversations unique institu- tiful items sold in the Yad LaKashish gift are just as rich. tion in the heart shop. of Jerusalem. The people who work at Yad Founded many By bringing our students here we allow LaKashish always welcome our years ago by a them to see that Israel, like any other groups warmly, and this will re- woman named country, must take responsibility for its main an important part of our Miriam Mendilow, Lifeline elderly. We want the children to see Israel trip. ¿ opens its doors to elderly citizens who from more than just a tourist perspective, would otherwise have nowhere to go. to understand that ordinary people live Amy Wasser is Head of School here and must be cared for. In addition at Hillel School of Tampa, The beauty of this organization is that to our visit, a group of the students stay Florida. She can be reached at they not only welcome them, but they and help the seniors with their tasks. Al- [email protected]. Newspaper Opens Door to Israel ¿ by Tamara David

The value of studying a foreign language with greater ease and fluency when they newspaper published in Israel, which con- is well documented: children who study travel to Israel. tains stories about news, politics, sports, a second language have higher scores on and culture written by journalists in con- standardized tests, demonstrate increased However, finding up-to-date and relevant junction with Hebrew teachers and educa- mental flexibility, creativity, divergent materials that appeal to a contemporary tors. This combination is what makes the thinking and higher order thinking skills, North American Jewish community day publication work as a pedagogic tool. The develop a sense of cultural pluralism and school student is no small task. As a teach- topics are of interest to young people be- have an improved self concept and sense er of middle school students, I found few cause they capture events that take place in of achievement. In the context of a Jew- reading materials that were age appropri- the world and in Israel. ish community day school, the study of ate, current, and employed Hebrew as a modern Hebrew produces all these results living language, rather than having a bibli- Yanshuf is colorful, its language is easily and many more: increased identification cal or haggadic focus. Then I discovered understandable, and it supplies additional with the State of Israel, greater pride in Yanshuf. [continued on page 44] being Jewish, and the ability to function Yanshuf is a biweekly Hebrew language ěđĞĕďĕĐ )B:JEJPOr [30] Living with Israelis ¿ by Harry Sinoff

Herzl/RMHA has developed a The students’ quantum leap in Hebrew feel good in Israel. new model for promoting rela- language skills allows us to offer a course tionships between our students in which the language of instruction is Although the Hebrew might not be and Israel. It is really a simple Hebrew. This is the second year of such sophisticated, the emotions are crystal idea: our 10th grade lives for a course: Critical Questions Facing Is- clear: the beginning of a long-term rela- 6 weeks in the Environmental rael. There is strong interest on account tionship with Israelis and Israel. ¿ High School on Midreshet Ben of both the content and the fact that it Gurion. While their Israeli peers gives students another forum in which to Rabbi Harry Sinoff is the Director of are in classes, our students have speak Hebrew. If only we had a geometry Judaic Studies at Herzl/RMHA in , or if their Hebrew is ad- teacher who spoke Hebrew! Denver, Colorado. He can be reached at equate, they attend regular high [email protected]. school classes. After classes our The most recent cadre returned at the students are folded into the high end of December and is still high from school extracurricular activities and the program. No one can better express spend their free time with Israeli their relationship with Israel and Israelis peers. than the students themselves. Here are some excerpts (from our lowest Hebrew You can imagine the dramatic effect section); I have translated from the He- of this program on Hebrew language brew. improvement. Equally profound are the deep and enduring relationships Mia writes: that result. The isolated, beautiful setting conduces to socializing and I met Israeli kids. I now have many Israeli excursions into the desert for entertain- friends and I want to see them when I re- ment. turn to Israel…I love going to my school but I am very homesick (ĵĭĝĭĝĵĩ) for Is- Students from the first two cadres to go rael because I love the land and the people on the program are still in regular contact (ĨĤĴīě). with their Israeli friends via email, Face- book, instant messaging and telephone. Rivka writes: Our students have visited with their Is- raeli friends and the Israelis have visited When I return to Israel I want to see my here. We are eager to discover what hap- friends from the high school on Midreshet pens to the relationships when the Israe- Sde Boker (another name for Midreshet lis go off to the army and our students go Ben Gurion). I want to see new things. I to university. ěđĞĕďĕĐ r)B:JEJPO

[31] [32] )B:JEJPOrěđĞĕďĕĐ and how coherent is all of this work? and howcoherent of isall Jewish identities. We ask: conceived howwell rael,the students’to bolsterelements in and between AmericanJewishyouth andIs- nect the widelydiscusseddiscon-to address both forts; they’re half as likely to employ Israelis on short-term contracts aseitherteach- half aslikelytoemployIsraelis onshort-term they’re forts; onschool-developedef- toteachaboutIsrael,ratherthan rely curriculum produced thantwiceaslikely tousecommercially more to Israelfortheirstudents;they’re somekindoftrip likelytorun 50%more schoolsare some examples:non-Orthodox to Israeleducation.)To inrelation between thesestreams provide tistical difference community, doesn’tseemtobeasta- schools,sincethere andReform Conservative together schoolswegroup tonon-Orthodox ways.(Byreferring foundly different dayschoolsgoaboutIsrael educationinpro- andnon-Orthodox Orthodox Modern andnon-Orthodox BetweenOrthodox Differences learning. some firstthoughtsaboutwhatwe’re findingsandoffer preliminary some willwrapuplaterinthespring.Formoment,wecanshare Our research Americandayschools. education inNorth examinationyetofIsrael continent, wehopetocompletethemostcomprehensive the atasampleof16schoolsacross underway and withintensivequalitativeresearch analyzed, setsofcurricula almost150schools,withnearly80different lected from datacol- survey theyseetheirchallengesandsuccesses.With where howtheirschoolsgoabouttheworkofIsraeleducation,and learn Americato schoolsinNorth Orthodox leaders ofliberalandModern teamhavebeenpursuing the lastsixmonths,membersofourresearch FamilyFoundations.Over tion, andTheJimJosephSchusterman TheAVI from withsupport CHAIFounda- University ofJerusalem forJewishEducationattheHebrew ducted bytheMeltonCentre oftwoongoingstudiesbeingcon- thequestionsatheart These are ¿ Much Ado About Something: by suspect that much of this activity isintendedthis activity muchof that suspect in Israel forteachers. bothstudents and We experiencesavailable andlong-term of short- forteachers,al development opportunities andnolack packages,There are newcurriculum many profession- activity, attest.this journal the advertisements in as areathere ofdayschooleducationwhere issomuch work ofIsrael education. Infact,there maybenoother Methods of Israel Education ewish Alex PomsonAlex day schools are very busily engaged in the dayschoolsare very engagedin busily and Howard Deitcher Clarifying Goals and Clarifying plored at greater length since they reflect lengthsincetheyreflect atgreater plored couldbeex- Each ofthesedifferences their faculty. development aboutIsraeleducationfor professional almost twiceaslikelytorun educators;andthey’re ers orinformal Israel, 85% of the non-Orthodox schools Israel, 85%ofthe non-Orthodox impact ontheirstudents’connection to hasgreatest tify whichoftheirprograms Israeltripstoiden- schools thatprovide ways. Whenweasked sharply different ofthesetripsin they alsoviewtherole Israeltripsfortheirstudents, to provide schools likelythanOrthodox much more notonly schoolsare Non-Orthodox A DependenceonIsraelTrips sheds muchlightonthelarger picture. tell usaboutit:theIsraeltrip.Thisdetail andwhatschoolleaders these differences wefocusononeof straints ofspacehere, ence betweentheschools.Givencon- what maybeasignificantculturaldiffer- [email protected] He canbereached at Educationthe Hebrew University. at the MeltonCentreat for Jewish Dr. Alex Pomson [email protected] Jerusalem. He canbereached at Mandel Leadership Institutein sity andafacultythe memberat Educationthe Hebrew Univer- at the MeltonCentreat for Jewish Howard Deitcher is a senior lecturer isaseniorlecturer is a senior lecturer isaseniorlecturer identify the trip. This is not unreason- An Emphasis on Enculturation rather programs and experiences they provide able: the trip is a high cost program that than Instruction during the course of the year or the re- in a short space of time provides students lationships children develop with Israeli with an experience of great emotional In relation to one feature of Israel educa- personnel in the school. When we look intensity. When we asked the same ques- tion, non-Orthodox and Modern Ortho- closely at the materials that schools use tion to Orthodox schools, only 30% of dox schools are very similar. When they in the classroom—and at this stage in our them point to the trip. We find this dif- reflect on where they have the greatest research, we have looked only at the ma- ference striking. impact on students, the great major- terials developed by commercial publish- ity of school leaders point to programs ers or not-for-profit organizations such as To explain further: The 70% of Ortho- and interventions that occur outside the the Jewish Agency or local Boards of Jew- dox schools (and the 15% of non-Ortho- classroom spaces where their students ish Education—we find that these mate- dox schools) that don’t mention the trip spend the bulk of their time. For the rials tend to be heavily skewed towards refer instead to programs that celebrate non-Orthodox, it tends to be the Israel what we call an “experiential” rather than significant moments in the Jewish cal- trip; for the Orthodox, it is those special [continued on next page] endar. They point to the relationships students develop with Israeli faculty, and in a few instances they identify aspects of the curriculum that have impact over time. In these schools, it seems, the Israel trip may be a peak experience, but it is not an exceptional or irreplaceable one. The two or four weeks in Israel (or one semester for some high schools) do not loom large over the other four, seven or twelve years of day school education.

We wonder what conclusions to draw from those schools where the trip is so important. Is this because their students would not otherwise visit Israel? Does the difference between Orthodox and non-Orthodox schools therefore re- flect not an imbalance in the schools’ programs but in their students’ Jew- ish lives? We won’t know for sure until we complete our qualitative research. But for the moment we can say that, in either case, we’re concerned that in non-Orthodox schools so much comes to rest on such a brief educational ex- perience. One might have thought that the great educational strength of day school education comes from its drip- drip effect, from the fact that, over time, students are socialized in to a covenantal Jewish community and have an opportunity to wrestle with Jewish ideas and concepts. It seems, however, that when it comes to Israel education, many schools depend on a short-sharp- shock, much as Birthright Israel does; ěđĞĕďĕĐ and in these financially challenged times their dependence on such high cost and When it comes to Israel education, many experientially brief interventions seems r)B:JEJPO increasingly perilous. schools depend on a short-sharp-shock, much as Birthright Israel does.

[33] [34] )B:JEJPOrěđĞĕďĕĐ Orthodox schools are seekingtoculti- schools are Orthodox and turative work.Bothnon-Orthodox engagedinencul- education, schoolsare We sensethatwhen itcomestoIsrael between theteacherandlearner. inaninteraction walls oftheclassroom occurs typicallywithinthe es; instruction conceived andpositiveJewishexperienc- youngpeoplewithwell by providing argued, isadvanced Enculturation, Aron the ideasandskillsthatsocietyvalues. knowledgeof acquire helping children andsociety.culture with Itisconcerned commitmenttoa the child’spre-existing conceivedtaskthatassumes narrowly isamore its commitments.Instruction and and initiatingthemintoaculture intoasetofvaluesandnorms, children conceivedtaskofintroducing broadly Enculturationconstitutesthe struction.” “enculturation” ratherthanoneof“in- Westerhoff) oncecalledaparadigmof (following ChristianeducatorJohn witnessing whatourcolleagueIsaAron er inthefieldofIsraeleducationweare These findingsleadustowonderwheth- abstract conceptsoracademiccontent. lives andexperiencesratherthanfocuson tothestudents’ emphasize theirrelevance a “cognitive”perspective,thatis,they [continued fromprevious page] launched anewcourseforninth graders Beth TfilohDahanhassuccessfully schools’ curriculum. intheir the teachingofJewishhistory the changestheyhaveimplementedto on andreflecting school teamsrevising intheir have allbeenmeetingregularly AcademyofTorontomunity Hebrew AcademyandTannenbaumbrew Com- Gann Academy, HymanBrandHe- Jewish HighSchool,TheFrisch Smith JewishDaySchool,Chicagoland Dahan CommunitySchool,CharlesE. schools. Teachers BethTfiloh from the Jewish Past’s first cohort of the JewishPast’sfirstcohort for teachers in Re/Presenting for teachersinRe/Presenting It hasbeenabusysixmonths Re/Pre Makes New Day History in Schools partment. Finally,partment. membersofthehis- de- ments withtheirchairofthehistory depart- across thecurricula coordinate courses, aswellcontinuedto history Jewish to theirAmericanandEuropean andimplementedchanges has revised cula, whiletheCharlesE.Smithteam curri- intothegeneralhistory history theintegrationofJewish coordinating and HymanBrandhavealltakenon Chicagoland,Frisch based approach. to themes- achronological move from course,a grade medievalJewishhistory ploring apossiblechangetothetenth Teachers atTanenbaumCHAT ex- are on duringthe2008summerworkshop. ies” course,whichtheyhadtimetowork that functionsasa“JewishSocialStud- turative education. encul- toprovide much betterprepared are of Israelexperiences.Theseproviders the workofIsraeleducationtoproviders inclinedtosub-contract many schoolsare trainedtodo.Perhapsthat’swhyso are iswhatmostteachers ation; instruction ratherencultur-been sitesforinstruction matter, sincehistoricallyschoolshave Thisisnosmall focus oninstruction. enoughthataseducatorstheycan firm assume thatstudents’commitmentsare to experiences. Theydon’tseemready studentswithformative by providing vate commitmentsandinculcatevalues are plaguedbydoubtsaboutwhatkinds are times.Manyschools at somanydifferent settingsand occurs insomanydifferent education, eventhoughIsraeleducation theworkofIsrael dividual tocoordinate employanin- nority—just one-third— their commitmentsintopractice.Ami- about howbesttotranslate uncertain schoolsseemequally and non-Orthodox practices. To putitsuccinctly:Orthodox inthebalanceoftheir the differences schools,despite dox andnon-Orthodox again bythesimilaritybetweenOrtho- challenges,wehavebeenstruck greatest When weaskedschoolsabouttheir A SearchforCoherence at [email protected]. ofEducation andOutreach, Coordinator pating, pleasecontactYona Shem-Tov, underway. inpartici- interested Ifyouare iswell foroursecondcohort Recruitment at NewYork University. our mid-wintergatheringnextmonth towelcomingteammembers ward lookingfor- schoolsandare our partner thrilledattheaccomplishmentsof are takes time—especiallyinschools.We thesedays, Change, whileabuzzword allexcitingdevelopments. These are one thatwillbeavailableonline. theirowntextbook,possibly to create planning atGannare department tory put it: As theheadofacommunityhighschool Israel. and geographicallydistantfrom emotionally seek whentheirstudentsare outcomestheyshould of age-appropriate ing of North American dayschools. ing ofNorth evidently centraltotheself-understand- ence andclaritytoanendeavorthatitis willhelpbringcoher-pleted, ourresearch well. We hopethat, bythetimeitiscom- them toserve thatpromise interventions and bynewprograms being bombarded obligation tobeactiveinit,andthey’re cation isacongestedfield.Schoolsfeelan what wehavedescribedabove.Israeledu- isnotsurprisinggiven Such uncertainty campus upontheirreturn? Jewishlifeonourschool rejuvenating ofameans and goingtoIsraelpart awaytomakeIsraeleducation Is there oftheschool’sculture? “gap year”part el educationbedesignedtomakethe on collegecampuses?ShouldourIsra- tools todealwithanti-Israelsentiment ourstudentswith designed toprovide the seniortrip?IsourIsraeleducation blocks toaculminatingexperienceof as[aseriesof]building signed toserve de- Is ourIsraeleducationprogram Israel educationis,To whatpurpose? The majorchallengewefaceregarding ¿ L

Through the various components of Project SuLaM, participants will engage in study that will enhance their ability to serve as articulate and passionate advocates for rich Jewish learning. We encourage school boards that recognize the importance of a well-grounded Judaic school environment to empower their heads of school to take part.”

Arthur W. Fried, Chairman of the Board of Trustees, The AVI CHAI Foundation ěđĞĕďĕĐ r)B:JEJPO

[35] [36] )B:JEJPOrěđĞĕďĕĐ Israel Studies on the American Campus: A Hard Transition and teaching focusesand onZionism andIsrael. on apersonallevel byscholarswhoseresearch facedthe kindsofdilemmas of areflection spects the institutional level, on true this is And if isinmany re- it the otherhand.dispassionate researchteaching on and the academicdemandforone handand disinterested and the the donororganizationsinterest andindividualson of the concern and tension insomeareas between a certain seek tofoster—andmakeattractive andinviting—thosesamestudentswilloftenhave ofthe Jewish identitytheseschools anintegral part Jewish schoolsis,forthemostpart, bystudents in enterprises, butinfactalmostclashing ones.IftheIsraelencountered separate mayattimesmakethetwoseemnotonlyentirely Indeed, thedifferences each oftheseframeworks. in struck balancesthatare inthedifferent toalarge degree rooted are these differences place inthecontextofJewishdayschoolsorothereducational frameworks,and theteachingofIsraelandZionismthattakes from insomefundamentalrespects differs schools.IsraelStudiesontheuniversitycampus andsecondary Israel inJewishprimary thoseposedbyteachingabout from different detachment. Thesechallenges,Ithink,are thistensionbetweencommitmentand precisely American collegecampusesstemfrom challengesinvolvedinteachingaboutIsrael andZionismon Some ofthemostdifficult them. we read aboutdocuments, data,andthewaysinwhich experiences andattachmentsastheyare emotional atleastasmuchaboutdiffering historians, sociologistsandothers—aren’t stripes—“Zionist,”“post-Zionist,”“non-Zionist” debates betweenscholarsofdiffering one varietyoranother. Oneoftenwondersifmanyofthehistoriographical(andother) ofideologicalallegiancesandoftendeepemotionalcommitments their workfree FewscholarsofIsraelStudiescometo blurred. can oftenbeparticularly lines betweenacademicpursuitandidentitypolitics,oridentity-searching, and howweseeourselves.ButwhenitcomestoteachingaboutIsrael,the dealaboutwhoweare pathswesetoutuponsayagreat and thecareer ofcourse, topointoutthatthethingswechoosestudy It isatruism, ¿ been the product of intense activity bydonorsconcerned ofintense the product activity been grams, chairs, andvisitingscholarshas,to alargeextent, the field.inherent in appearanceThe ofIsrael Studiespro- ties. the fault lines reflect circumstances The ofitsgrowth rapidly growing (andevolving) fieldinAmericanuniversi- afewexistent yearsago—hasemergedinrecent yearsasa by with Israel’s imageonAmericancampuses. this While srael has beenawelcome development, hasalsocreated it Arieh Saposnik Arieh Studies—an academic field that was all but non- was but that all Studies—anacademicfield atively extensiveJewisheducational back- rel- a especially iftheyhavebenefited from advantage, assuming acertain classroom college IsraelStudies(orJewish Studies) inthe Jewish students,infact,oftenarrive accept. tounderstandand and canbedifficult a shocktosomeAmericanJewishstudents leading versionsofZionism),cancomeas oftraditionalJudaism,insome rejection tested (indeed,theoftenvirulent inZionism’scon- Jews inIsrael,rooted and“secular” sions between“religious” andunequivocalvalor.heroism Theten- academic texts,afterall,isnotallabout TheIsraelof stopsthere. of Israelhardly the clashofsometimesinconsistentimages oftheZionistidea.But that liesattheroot based)definitionofJewishness religiously notionofanational(not Jews—the very ing toAmericanstudents—Jewsandnon- challengestobeconvey- the mostdifficult ism, forexample,Ihaveoftenfoundoneof InteachingaboutZion- mental premises. evident atthelevelofevenmostfunda- ofdissonanceoftenbecomes Some degree dents. neither isitaboutthatwithmyJewishstu- tity andtransmittingJewishmemory. But my jobisnotaboutteachingJewishiden- notJewish.Forthem,then, majority—are sity manyofmystudents—incases,a ed tothisisalsothefactthatatuniver- they willencounterattheuniversity. Add- sometimes unfamiliar-looking Israelthat a considerablybumpierencounterwith at [email protected]. man Palestine a JewishNationalCulture inOtto- Becoming Hebrew: CreationThe of the authorof University and Hebrew Culture at Arizona State Professor Assistant Schwartz of Dr. Saposnik Arieh . Hecanbereached is the Jess is ground. At times, they are proven correct. At others, they end up facing greater chal- lenges than students with little or no back- ground, since learning is often preceded for them by a difficult and even painful un- learning. If a good part of the task of the Jewish school is to construct and transmit Jewish memory, in other words, the task of the university Israel Studies classroom is to teach history—and the two often share a coexistence that is uneasy at best.

Complicating this further, I myself, like many of my colleagues, have to contend At times, Jewish students end up facing with a similar tension in our research and teaching (and in our lives). Being a histo- greater challenges than students with little rian does not liberate one, after all, from or no background, since learning is often being a “rememberer.” Memory and his- tory do somehow exist side by side in our preceded for them by a difficult and even psyches, and negotiating the tensions be- painful un-learning. tween them is not always an easy task even for those of us who spend years—and make our livings—doing just that. As an Israel Studies scholar and teacher who often ben- dramatic transformation of Jewish life over number of organizations now seek to pre- efits directly from the interest donors have the course of the nineteenth and twenti- pare students to counter anti-Israel claims in improving Israel’s image on campus, eth centuries—a time in which “the Jew- they may hear on campus. What is often moreover, what is my obligation to that ish question,” as it was once known, was missing from this type of training is one agenda, and how can I balance it with my indissolubly bound up with the question simple ingredient: a deeper understanding commitment to disinterested research and of modernity itself, with its promise and of Israel’s history that is rooted in a solid teaching? anxieties. If one of the goals of a univer- base of knowledge, thought and analysis; sity education is to train students to think and a familiarity with Zionist thinking Part of what is at stake, of course, is how and to progressively sharpen and hone and ideas as well as the concrete course of we understand the purpose of teaching that thinking, I see my own role as one of action taken by the Zionist movement— about Israel at an American university. As I complicating and nuancing my Jewish and along with the many dilemmas, quarrels, see it, there are a variety of sound academic non-Jewish students’ understandings of Is- and debates—to make those ideas reality. reasons why Israel Studies does have a real rael, its place in the Middle East and in the claim to a place in the American academic community of nations, and its position in Helping students to acquire an under- landscape. Israel is not only contested, the geographical and chronological span of standing of Israel as neither a mythical land controversial and always deemed newswor- Jewish life. of heroic Ari Ben-Canaans nor a scheming thy, but stands at one of the focal points den of malevolence as it is indeed presented of some of the most volatile crossroads in Israel Studies at the university, in other at times on some campuses is, in the end, world politics, with an impact far beyond its words, is not about promoting Jewish iden- the best service educators can provide both near invisibility on most maps of the world. tity and identification with Israel, nor is it to their students and to Israel’s sometimes From my own perspective as a student of about doing hasbarah, advocacy on behalf strained image. Venturing (hopefully not nationalism, Zionism—the creation of a of Israel. It is, in other words, about “his- too perilously) from history into the realm Hebrew national culture (not to mention tory” rather than “memory.” Why, then, of memory, I might even suggest that this a modern Hebrew spoken language), and should it garner the support of donors is in itself a fulfillment in some sense of the the creation of the state of Israel—is a fas- interested in improving and promoting Is- central Zionist hope of “normalizing” the cinating human story that sheds important rael’s image on campus, or of parents send- Jewish people—creating for the Jews a lit- light on questions whose importance is ing their children off to college after grad- eral and figurative soil on which, as a “nor- hardly deniable in a world in which we still uating from a Jewish school? Here, I think, mal” people with a land of its own, they ěđĞĕďĕĐ draw our maps (political, social, cultural) the point where the interests of memory will be free to work out their own daily largely along the lines of nation-states. and of history, the goals of teaching Israel concerns with their social gaps, economic

Zionism and Israel, moreover, are par- on a university campus and in the Jewish challenges, political divisions, and cultural r)B:JEJPO ticularly striking illustrations of what was a schools might at least partially converge. A successes and failures. ¿

[37]

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Project SuLaM alumni shabbaton alumni SuLaM Project Rabbi Saul Berman, scholar in residence, residence, in scholar Berman, Saul Rabbi )B:JEJPOrěđĞĕďĕĐ Preparing For AChanging Bridges to Tomorrow: your school can do not only to weather change but to thrive. to to weatherchangebut your only schoolcandonot

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Conference participants share a moment in history as they view the Presidential Inauguration

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BBYO, Inc. Keshet IsraelĔ Sarah & David Interactive www.bbyo.org www.keshetisrael.co.il www.sarahdavid.com Masa Israel Birthday Angels www.masaisrael.org Stand With Us www.birthday-angels.org www.standwithus.com Matan Bat Mitzvah The David Project www.matan.org.il Staples ěđĞĕďĕĐ www.davidproject.org www.staples.com Oranim Educational

Emes Editions Initiatives Aura r)B:JEJPO a bbi Ellis Bloch and Rabbi Martin Schloss www.emeseditions.com www.jewishadventures.com www.torahaura.com

Equal Exchange Payoneer, Inc. www.equalexchange.coop www.payoneer.com [39] [40] )B:JEJPOrěđĞĕďĕĐ and connection to Israel. and connection built, oursenseofJewishpeoplehood, identity, tem, be re-the elements whichmust defines yet the vulnerability ofoureducationalsys- exposes public discourse. these events confluenceThe of the media,dominates negatively influencing that organized fundedopposition well andwell The second challenge is to recognize that Israel education cannot be limited to children. thatIsraeleducationcannotbelimitedtochildren. The secondchallengeistorecognize educators, communalleaders,and fundershavetogetonthissamepage. swimmingagainstthetide., ofJewisheducationweare core to Israelatthevery and prideinourpeople,land andourhistory. commitment awidespread Without Itmustbeinfusedwithasenseofownership forallJewseverywhere. a requirement to Jewishlife.MeaningfulunderstandingofIsraelihistory, istherefore lifeandculture Simplyonthat basisalone,itiscentral oftheworldJewishfuture. a substantialportion andthusrepresents with Israelipolicyorconduct,Israelishometo40%ofworldJewry oragreement Israel asanon-ideologicalJewishcase.Whateverone’slevelof approval istounderstand daunting.Thefirstobstacletoovercome thechallengesare resources, withthesameorfewer calledupontodomore are educators, Jewishandotherwise, andadults?Inanagewhen How canIsraelbemadecentralagaintoJewishchildren flowsanopportunity. this failure Jewish educationovermanyyears,butfrom of afailure which seekstoexplainhowthingshavecomethis.Muchof itreflects and acceptedwhollyorpartially, isalongtrailofliterature There orsimplyrejected. thesmorgasbord or beliefs,Israelisjustanotheritemtobepickedupfrom style orahyphenatedidentitytobeblendedtogetherwithotherconcerns forJews,alife- JustasJudaismitselfhasbecomevoluntary tance increases. the livesofmanyAmericanJews,andwitheachgenerationsensedis- rallies—isthatIsraeltodayisnotcentralto atpro-Israel the lowturnout academicstudiesto from byeverything fact—reinforced The cold,hard andadultsisenormous. The needforIsraeleducationJewishchildren ¿ Commitment and Identification ish state. accuseIsrael Hamassupporters of “genocide” the Jew- andisolationof forthe destruction tions calling US andEurope. We anti-Israel seevirulent demonstra- the situationinGazathe isacceleratingby throughout time,same anti-Israel andanti-Jewish sentiment stoked citizens from rocket attacks launchedbyHamas.the At by and “war crimes.” ofIsrael Supporters andJews everywherethe defensive are on a against n Anna Kolodner Anna January2009Israel isfightingto defend inGaza its Israel Education Is… Education Israel and Jonina Pritzker Jonina development and personnelsuccess.This has beenpursuedforthesakeof individual an inner-directed education course,where Much ofAmericanJewishlifehas followed is needed.Adulteducationanintegral andoftenparallellearning reinforcement, fellow Jewscannotsucceedwithoutadult andthelivesof ing aboutJewishhistory learn- inisolation.Forchildren, learning education cannotbeachievedbychildren as withmanyaspectsofeducation,Israel levels ofknowledgeandachievement.But togobeyondtheirown want theirchildren to isanaturaltendencyforparents There can Jewishadults. ondisplay amongAmeri- than iscurrently of empathy, degree course, andagreater intelligentdis- level ofknowledge,more on therightorleft,butonlyahigher anygivenideologicaloutcome, produce education aboutIsraelisnotintendedto conflict, andfrankly, aboutJudaism.Adult aboutIsrael,theMiddleEast uninformed woefully that toomanyJewishadultsare but foritsintrinsicvalue.Thesadfactis notonlyforreinforcement requirement [email protected]. ect. Shecanbereached at of Director DavidThe Proj- Dr. AnnaKolodner at [email protected]. David Project. Shecanbereached tional Initiatives Managerof The Rabbi JoninaPritzker isExecutive isEduca- path has come at the expense of a more out- er-directed course, in the sense of inculcat- ing commitment to the Jewish community. The individualistic focus has been partially counterbalanced by the vague notion of tikkun olam. But as worthy as this impulse is, there is often nothing particularly Jew- ish about the outcome or even the impulse – it could be as easily cast as doing good deeds in the name of the Golden Rule. But Israel education offers the opportunity for Jews to reconnect with their own commu- nity and to become active in support of that community. Becoming educated means be- coming involved, and as a result developing a sense of responsibility toward fellow Jews. It may even mean taking up the challenge of community leadership.

Israel education must begin as early as possible. The positive results of introduc- ing Israel in elementary schools have been demonstrated repeatedly. Whether in day schools, congregational schools or yeshi- vot, modern Israel is a natural complement to Jewish history and religious studies cur- ricula. Emphasis on the physical dimen- sions of the ancient and modern land makes the connection between the past and present something living and real. Isra- el should permeate the classroom through pictures and maps and symbols. Showing [continued on page 45]

Now, more then ever before, does your support of RAVSAK matter. Lead from the leading edge. Give to RAVSAK.

RAVSAK: The Jewish Community Day School Please contact our National Office, visit Network is a non-profit entity, organized under www.ravsak.org and click the “Support IRS Code 501 (c)(3). In order to provide outstanding us” button, or simply send your check support and leadership to Jewish community day schools and the over 30,000 children they serve, made payable to RAVSAK to:

we rely on the generosity of those dedicated to ěđĞĕďĕĐ the future of the Jewish People. RAVSAK: The Jewish Community Day School Network

Charitable contributions to RAVSAK are tax r)B:JEJPO deductible to the fullest extent of the law. All 120 West 97th Street donations to RAVSAK are acknowledged with a Donor Recognition card. New York, NY 10025 [41] [42] )B:JEJPOrěđĞĕďĕĐ an overall strategy for Israel education? The most prominent example is theIsraelIndependenceDay ceremony.The mostprominent Inthe for successfulexecution. and preparation work tremendous requires in thesensethatpeopleexpect it tohappen,butnormally whichistakenforgranted routine, Itisamomentoutofeveryday pected intervals. “communal” senseofreality.into adifferent andex- occursatregular Theceremony lifeandbrieflyenter experience ofeveryday which peoplestepoutoftheroutine momentstodays,in lastfrom nies inschoolsmarkperiodsoftimethatnormally Ceremo- iscyclicalinnature. thetic dimensionoflifeinaJewishschool,ceremony ofIsraelasadecorativeoraes- In contrasttothecontinuousorconstantpresence Ceremonial intheirschool. classroom hangamapofIsraelinevery percent Thirty hungby69%oftheschoolsonlyintheir Jewishstudiesclassrooms. Maps are thantheIsraeliflag. ofIsrael.ThemapIsraelhas less ofapresence bolic presence inthevastmajorityofRAVSAKa classroom schoolsandyouexperiencethesym- walk into Inotherwords, classroom. the Israeliflag74%haveahanginginevery maps and 91%Israelflagshangingintheschool.Ofschoolsthatdofly ported re- outbythisauthorin2005,96%oftheschoolssurveyed United Statescarried ofcommunitydayschoolsbelongingtotheRAVSAKIn asurvey networkinthe frontoftheschool? Istheflagflownin classroom? flags andmapsappearinevery Forexample:DoIsraeli but rathertheintensityofuse“Israelasbackground.” ofIsrael in aseenbutoftenunnoticedfashion.Thequestionislesstothepresence that“issimplyalwaysthere,” orative dimensionIsraelappearsasaconstantpresence theperspectiveofsociologytime,withinaesthetic/dec- From library, amongotherpossibleexamples. systemorseeIsraelinewspapers intheschool piped overtheintercom ofIsraelonwalls.OnemightalsohearIsraelimusic maps andpictures as aJewishinstitution.InalmostallschoolsoneseesIsraeliflags, ofthedecorationsandaestheticthatmarksaschool Israelispart Here Aesthetic/Decorative ¿ DimensionsThe ofTime by cipline,” five all dimensions to describe weneedfirst the development of about “Israel educationasadis- dimensions.school management Tothink strategically nial, (3)conversational/interactive, and(5) (4)curricula Jewish school:the (1)aesthetic/decorative, (2)ceremo- and then askaprescriptiveand question: Howshould EzraKopelowitz educators incorporatethese five dimensionsinto rael is part of the educational experience at a the educationalexperienceat of rael ispart here are at least five dimensionsinwhichIs- least are at in Israel Education Israel in tion is that the latter is unpredictable and tion isthatthe latter isunpredictable andaconversa- ence betweenaceremony interactive socialactivities.The key differ- conversationor Jewish schoolisthrough in whichIsraelmightbeexperienced ina uncommondimension relatively A third, Conversational/Interactive is theIsraeltrip. assemblies. Anothersignificantceremony the singingofHaTikvahtoschoolwide is sungdaily, withthemajoritylimiting thattheIsraelnationalanthem reporting sing ,with45%oftheschools special occasionsinwhichtheirstudents are thatthere 100% ofschoolsalsoreport in an annualIsraelDayparade. participate hold aTu BiShvatSeder, and30%who Day forIsrael’sfallensoldiers),65%who hold aYom (Remembrance HaZikaron ed toIsraelinclude70%ofschoolswho relat- activitiesdirectly Other ceremonial rael priortoandaftertheceremony. devotedtoIs- educational activitiesare andotherinformal learning classroom withintheschool,and increases pictures in whichtheamountofflags,mapsand foralarger integrativeexperience board asajumping alsoserves Day ceremony In someschoolstheIsraelIndependence connects themasacommunitytoIsrael. experiencethat a commonceremonial andshares learning classroom regular year theschoolcommunityleavesaside Day ceremony. Forafewhoursonce holdinganIsraelIndependence ported RAVSAK survey, 100%ofschoolsre- [email protected]. zations. Hecanbereached at tural andeducational organi- and research for Jewishcul- data solutions management gies, acompany specializingin Research Success Technolo- Dr. Ezra Kopelowitz is CEO of isCEO dynamic. Whereas in a ceremony inter- Curricula Through the teaching of Hebrew and his- action is scripted and all know their role tory, and in some cases current events, and what to expect, in a conversation or Within the school, knowledge and ex- Israel receives an honorable place in the open-ended interaction participants are perience is compartmentalized into dis- educational curricula of community day never quite sure what will occur. “I state ciplines with a curriculum for in-class schools. However, the question of which my opinion and wait for your reaction and and out-of-class education that will en- topic to emphasize in an Israel education the conversation builds from there.” sure the accumulation of knowledge and curriculum is less interesting than the skills needed to master a particular dis- manner in which a lineal/cumulative con- In contrast to the aesthetic/decora- cipline. In this sense, Israel is like math cept of time that is central to the develop- tive and ceremonial experience of Israel or science. A curriculum assumes a linear ment of curricula might be integrated with which is regular in either a constant or or cumulative experience of time. If the the constant, cyclical and unstable concep- cyclical sense, the conversation repre- curriculum for a particular discipline is tions of time that are present in each of sents an unstable experience of time that followed, each semester represents prog- the other three dimensions of Israel edu- is closer to the experience of everyday life ress. A student becomes more knowl- cation. The secret to success in Jewish ed- as it is actually lived outside of school. edgeable in the areas germane to the ucation is to bring all four conceptions of The individual needs to develop a sense particular discipline. time into a coherent whole, in which each of self to participate successfully in a con- [continued on page 44] versation—to develop an opinion or set of skills that can be applied to help the conversation move forward. The test of an individual’s opinion or skills is imme- diately felt in the reaction of others: “Are they impressed? Do they offer a counter opinion, or do they simply dismiss the credibility of what I just said?”

To what extent is Israel discussed in the classroom in an open-ended fashion that %ATING$ISORDERS3EXUAL)DENTITY!BUSIVE2ELATIONSHIPS allows students to form independent opinions and put them to the conver- .OEDUCATORWANTSTOTHINKTHATASTUDENTCOULDBESTRUGGLINGWITH sational test? Are there other types of THESEISSUES%VADED)SSUESIN*EWISH%DUCATIONISAPROGRAMTHAT significant interpersonal interactions PROVIDESTHEBESTTOOLSTOADDRESSARANGEOFSOCIALANDEMOTIONAL that involve Israel? For example, in the TOPICSTHATARERARELYDISCUSSEDINEDUCATIONALSETTINGS RAVSAK survey 47% of schools reported ¾ $EVELOPEDBYEXPERTSINTHElELDOF*EWISHEDUCATIONUNDER encouraging their students to participate in programs that enable a connection to THEAUSPICESOFTHE7ILLIAM$AVIDSON'RADUATE3CHOOLOF students in an Israeli school or to Israeli *EWISH%DUCATIONOF4HE*EWISH4HEOLOGICAL3EMINARY THE youth in general. The question of course LARGESTGRADUATESCHOOLOF*EWISHEDUCATIONIN.ORTH!MERICA is to the quality and intensity of the inter- ¾ !PPROPRIATEFORCAMPS *##S DAYSCHOOLS CONGREGATIONAL action between the American and Israeli SCHOOLS YOUTHGROUPS ANDMUCHMORE students in these programs. If a school sponsors a video conference with an Is- ¾ /NLINERESOURCEGUIDEANDTRAININGWORKSHOPS raeli school, is there an opportunity for debate and argument, or is it a polite cer- )MPLEMENTASAFERANDMOREPOSITIVELEARNINGENVIRONMENTFORALLSTUDENTS emony in which teachers maintain strict 6ISITWWWJTSAEDUEVADEDISSUESORCALL   control over the event? Likewise, on an Israel trip is there time for students to interact with their Israeli peers in struc- tured educational situations that allow for significant exchanges of opinions and opportunities for peer-learning? Or 7HAT7E+NOW#AN-AKETHE$IFFERENCE!DDRESSING%VADED)SSUESIN*EWISH%DUCATION ěđĞĕďĕĐ do they spend their time sightseeing but never entering in significant debate that 3UPPORTFORTHISPROJECTWASGENEROUSLYPROVIDEDBY brings each student to critically examine r)B:JEJPO his or her personal connection to Israel?

[43] [44] )B:JEJPOrěđĞĕďĕĐ found in more traditionalbooks. found inmore written without vowels,somethingnot occurs online.Additionally, are articles on the“SevenWonders ofthe World” that interactive onessuchasaworldwide vote languageexperience,including further andotheractivitiesprovide crosswords students.Riddles, science thatinterest in theworldoftechnology, and thearts deals withup-to-the-minutehappenings students, forHebrew provided commonly discussion. Unlikethereadings topics for great long enoughtoprovide attentionand enough toholdthereader’s short are Thearticles facilitate reading. to further vocabulary Hebrew-English [continued from page 30] Newspaper Opens Door to Israel with themanagementoftimeataschool. hastodo Jewish schooling.Thereason in is theexceptionratherthannorm whole Israel dimensionsintoacoherent isthatintegrationofallfour The reality Time Organizational Managementof backatschool. vironment of the aesthetic/decorativeen- come part tothetripbe- related other paraphernalia Israel. Finally, thetripand from pictures from prior tothetripandafterreturning topicsin-class and studyingIsrael-related withIsraelipeers, personal relationships time fordebateandargument, developing aspects: trip alsoincludesnon-ceremonial subjects. However, thesuccessfulschool andothersecular to math,science,sports when themajorityoftimeisgivenover regular schoolday toachieveina difficult tral andintegrativeinamannerthatisvery dimensionbecomescen- the Jewishgroup the Jewishpeople.Duringthistimeaway, gious, nationalistandculturalcenterof tothereli- asagroup forth and venture world and teachersleavetheireveryday apilgrimageceremony.foremost Students to Israel.Ononehand,thetripisfirstand One example,givenabove,istheclasstrip theother.complements andstrengthens [continued frompage 43] DimensionsThe Israel of in Time Education Yanshuf

grative andholisticexperience.Anactive A richJewishlifeisbydefinitionaninte- grative andHolistic Israel EducationShouldBeInte- not happen. will at theschool,ofwhichIsraelisapart, anintegratedJewishexperience producing the larger commitmentto resources sary initiative. Time=money. neces- Without mustalsobackthe many casestheboard this tohappen,theheadofschoolandin themselves uptotheworkofothers.For toopen area specialize inaparticular purposeofgettingpeoplewho express scheduleforthe busystaff the otherwise sions ofIsrael,timemustbetakenout dimen- tointegratethedifferent In order school’s larger Jewishmission. activitytothe tribution oftheparticular andexaminethecon- ate responsibility their headtolookbeyondimmedi- as aneventuntoitself.Nooneneedraise implementation. Eachschooltripistaken for hasateamresponsible Each ceremony developed independentlyoftheothers. to divideandconquer. Each disciplineis trast, theeasiestandmosttraveledpathis amount ofthoughtandattention.Incon- atremendous within theschoolrequires Israel intotheoveralleconomyoftime To dimensionsof integratethedifferent skill transferabletoothersubjects. a better tounderstandthetesting process, benefit ofenablingstudents the ancillary has tions andanswersbasedonitsarticles ques- stories.Creating religiously-based traditionalor asdomore information, vides storiesthatdonotneedbackground isthatitpro- benefit ofusingthissource andsometimestheteacher.articles The the studentsgeneratequestionsabout Sometimes oral andwrittenexpression. a usefulvenueforquestionsandanswers, languageteacher, AsaHebrew I findit Times publishing group, based inJe- Times publishing group, two newspapers publishedbyGood Yanshuf is the more advanced levelof isthemore a true bonus. a true is languageinstruction mediate Hebrew materialstoenrichinter- contemporary a nativeIsraeli.Havingtheseauthentic by thematerialsread ing CDpresents tions. Forauralpractice,anaccompany- a websitethatsupplementstheprintedi- modalityisHebrewToday.com,learning Anothercomponentofthis exercises. alongside thetextandaccompanying published withvowels,dictionaries rusalem. tion is part of this broader discussion. of thisbroader tion ispart of theJewishcommunity?Israeleduca- amongst activeandcommittedmembers joy oflivingarichJewishlifethatwesee thelarger in theJewishschooltoreflect ish educationbesystematicallyorganized of thelarger flowoflife.HowcanJew- part insituationsthatare skills elsewhere experience andusetheknowledge orclassroom ceremony out ofaparticular life totheextentthatastudentcanbreak toJewish Jewish educationisonlyrelevant way.life experienceinanycoherent thelarger from experience anddivorced educational onlytotheparticular relevant andknowledge,whichare encounterswith compartmentalized create isto toIsrael.Theresult related that are tween Jewishstudiesandeventstrips sin isadistinctionthatoftenoccursbe- class andout-of-classeducation.Thethird second sinisthedistinctionbetweenin- between secularandJewishtopics.The stitutions. Thefirstsinisthedistinction the Jewishexperienceoftimeattheirin- Unfortunately, manyschoolsimpoverish Jew isarichexperience. taken forgrantedway. Timeforanactive experience andmovesbetweenthemina dimensionsoftheJewish and curricula conversational decorative, ceremonial, Jew isconstantlyexposedtoaesthetic/ cny.rr.com. New York. Shecanbereached at shds@tw- Syracuse Hebrew DaySchoolinSyracuse, Tamara DavidisaHebrew teacher atthe Bereshit isasimplerversion, ¿ ¿ Identification and Commitment [continued from page 41] organize events, and create a holistic expe- speakers and materials, is also vital. With- that Jews in ancient times and Jews in the rience at whose center is Israel. out continuity and demonstrated support present practice Judaism, its laws, customs from Jewish organizations, Jewish students and morality, in Israel, the setting where In all this, teacher training is vital. Teachers will be unable and unwilling to sustain who Judaism was born animates and reinforces are already called upon to do too much, but they are and speak up for Israel. the message of Judaism’s timelessness. It effec- tive materials, well-run workshops, states forcefully that Israel was, is, and and supportive administrations In the wake of financial scandals that have will always be the pivot around which will go a long way to easing the shaken the Jewish community and faith in Judaism revolves. Moreover, mod- ern Israel is a thriving multicultural Just as Judaism itself has become voluntary society, where Jews of all colors and for Jews, Israel is just another item to be from all nations are joined together to live. Whatever their backgrounds and picked up from the smorgasbord and accepted individual customs, their Judaism is united wholly or partially, or simply rejected. through Israel. These are lessons that adult Jews should learn alongside their children. problem of putting Israel at the center of its organizations, and the larger economic the Jewish curriculum. The David Project climate, the instinct to cut back and focus Giving children (and adults) a sense of pride has had some success in this area, providing on core concerns is strong. But these crises in their culture and in Israel is vital. But high an integrated curriculum for Jewish high should force us to reexamine our priorities. school students face different challenges. schools and middle schools. For college Putting Israel and Jewish identity at the More complex information and the devel- students, we have found that ongoing sup- center of the Jewish community’s priorities opment of critical thinking skills are neces- port once they get to college, with training, would be one positive outcome. ¿ sary. For Israel education, the challenge is to NEW! solidify the Jewish identity and to keep Israel as a central part, whatever the student’s de- The ISRAEL EDUCATION CURRICULA nominational background. The challenges David & TEACHER TRAINING INSTITUTES facing students who articulate a position in support of Israel on many college campuses Project are daunting: open hostility toward Israel HIGH SCHOOLS MIDDLE SCHOOLS among faculty members and well organized THE ARAB-ISRAELI CONFLICT: EDUCATING JEWISH IDENTITY and vocal opposition among students. Israel OURSELVES, EDUCATING OTHERS The new David Project Jewish Identity This pioneering curriculum enables students curriculum educates students about the education and strong Jewish identities are and educators to understand the complexities connection of the Jewish People to the Land necessary to prevent this potentially corro- RI WKH $UDE,VUDHOL FRQÀLFW LQ ZD\V WKDW of Israel throughout history. It highlights the sive environment from tearing away the Jew- promote critical thinking, inquiry, discussion, centrality of Israel to the Jewish People, as ish foundations of young people. historical accuracy, moral decision-making UHÀHFWHG LQ -HZLVK FXOWXUH UHOLJLRQ DQG and activism. identity.

The moral and political complexities of HIGH SCHOOL MIDDLE SCHOOL TEACHER TRAINING INSTITUTES TEACHER TRAINING INSTITUTES Israel and the Middle East conflict are in- New York City: July 20-23, 2009 St. Louis: February 16, 2009 evitable and must be addressed head on in Boston: August 10-13, 2009 Boston: Summer 2009 (dates TBD) any high school curriculum. The discus- New York City: Summer 2009 (dates TBD) sion must include Israel’s creation, Arab REGISTER NOW! and Jewish refugee crises, and the human MIDDLE SCHOOLS & HIGH SCHOOLS rights issues that result from the denial of THE FORGOTTEN REFUGEES the Jewish right to a sovereign state. Israel These curricula seek to familiarize students is not always correct in its policies, but its with the history, culture and destruction of existence cannot be negated nor does it rest Middle Eastern and North African Jewish communities. They feature our documentary on the acquiescence of others. The goal is ¿OPThe Forgotten Refugees as the center- for students to learn to stand up for Israel piece of the curriculum. with confidence, skill, and facts in hand, to cultivate pride as Jews and as educated ěđĞĕďĕĐ adults in its accomplishments, and to de- To register, please contact: Meredith Karetny velop the willingness to lead others. These Administrative Assistant can only be achieved through an approach [email protected] r)B:JEJPO that is honest, that once again incorporates 617.428.0012 x 1144 adults, and that works in tandem with the many other programs which provide trips, Learn more at www.davidproject.org [45] [46] )B:JEJPOrěđĞĕďĕĐ ment the disturbing film has ended. Without necessarily intendingtodoso,westrip ment thedisturbing filmhasended. brightthemo- discussionwiththefluorescents switchtostructured we’ll hurriedly thepoem,or reading contextforaweekbefore the blazingmusic,orwe’lllearn perience asmuchpossible. We’ll ofthesongbutnotlistento studythe words thatwe“tame”theex- we’ll makesure Some ofusmayworkwiththe arts—but andstickwiththeoldtextbooks. Some ofusmaychoosetoavoid thetoughstuff, in themix? arts the bythrowing difficult makeitmore whyonearth somanydifficulties, With totackleallthecomplexities oftheGazaoffensive? studentsfullysufficient Sderot with Isavideoconference affairs: bycurrent isstilloverwhelmed to-people approach valuable whenmanagedwell,butthepeople- supremely withIsraelare partnerships generation,explained?Schooltwinningsand aliya,stillfelttothethird Moroccan ofthe and dynamismofthelatestRussianaliyabesummarized?The festeringsore wetellingnow?Howcantheinfinitecomplexity are days goby:whichaliyastory over. wouldseemtobeexpandingandcomplicatingitselfasthe Thecurriculum isn’t finished,andthestory booksaren’t Thehistory For Israelisuncontrollable. asIsrael? trollable anduncon- with asubjectsopowerful whendealing asthearts, uncontrollable so with somethingsopowerful, wouldwework Why onearth make ofsomethinglikethis? weaseducatorsto What are packs ahugeemotionalpunch. Itismultivalent.saysmanythingsallatonetime.Andit It isanIsraelipieceofart. siren. explain orcontextualizethewayinwhichallcomestoahaltwiththatterrible AmericanMemorialDays,nordoesit it drawsnoexplicitcomparisonwithNorth ItisnotahistoricalexplanationofthetraditionsYomHaZikaron. HaZikaron, Time piecebyYael thestunningvideoart Bartana, It isascenefrom ¿ Complexities Israel’s Celebrating ers stepout. standinsilence They by . one by one the cardoorsopen,one by the driv- and Trembling Time Robbie Gringras Robbie leavethem. ablurbehind Ghostlike. And such that as the carsslowdown,that as such they streak the screen.streak Imagesare overlain, ture isgrainy, dark,the headlights and no construction insight. is nighttime. It pic- The bridge, with carsgradually comingto astandstill halt. We are lookingdownonahighway from a soundtrack,to a to slow the shootingcarsbegin Through the Arts nder isnoessayaboutIsrael’sMemorialDay, Yom

the weight ofanominous,the weight foreboding country like any other.to bespecial!” Iwant it . As writer, broadcaster andmusicianKobi Oz once said: want“I don't Israel to beanormal Trembling of loveandrage.LikeIsrael. a text.Itiscomplex,self-contradictory, full thanjust howthe songisfarmore preciate herguitar,and strumming thatwecan ap- of Israelonthebackawagon smiling thestreets beautiful womanridesaround self, orevenwatchingthevideoclipasthis rhythmsofthesongit- gentle half-reggae adime.”Itisonlyinlisteningtothe worth / Tomorrow it’syou/Nomoney—not adime/Todaymoney—not worth it’sme no folk/With /Mortal thestreets around millionslikeme rolling are “And there thesedays: relevant and poor—harrowingly political poemaboutthegapsbetweenrich asasearing years ago,“Millions,”canread toEttiAnkri’shitsongofafew The words ergy. JustlikeIsraelitself… emotional, andfullofinspirationalen- dynamic,complex, powerful, are arts Israeli with Israel.Goodcontemporary toengage forms thetically appropriate oneofthemostaes- for whattheyare: would betoengagewiththeIsraeliarts usefulapproach It maybethatamore intellect uponthearts.” ofthe istherevenge ago: “Interpretation over40years observed san Sontagarchly leavingonlyanother“text.”AsSu- art, away thepassionandbeautyof tacted at robbieg@jafi.org. tacted makomisrael.net). Hecanbecon- makom.haaretz.com andwww. in-Residence for MAKOM (www. Robbie Gringras is the Artist- is The rising star of Israeli pop music in to build connections through that which At MAKOM, the Israel engagement 2008 was Alma Zohar. Her latest hit, is known. Perhaps in so doing we estab- think-practice tank for the Jewish Agen- berating what seems to be an inatten- lish an unobtainable expectation: That cy, Jewish communities, and the Jew- tive and cruel friend, rocks to the cho- life in Israel is just like anywhere else! As ish world, we invest all our energies in rus line: “Know who you are, / Know writer, broadcaster and musician Kobi discovering the unifying celebration of from whence you came/ and whither Oz once said: “I don’t want Israel to be complexity and difference. On the one you will go, / and before whom you a normal country like any other. I want it hand we need to be able to express our will give an accounting…” The words to be special!” love and support for Israel and delight in of the of the Fathers roll to a its existence. Yet on the other hand we reggae beat in a personal, secular con- Israel is special, in all sorts of compli- need to allow ourselves to acknowledge text. What more do we need to enter cated and even painful ways, and the and work to repair its flaws. into the complex relationship between arts enable us to celebrate this. The TV modern-day Israel, its textual roots, series Merchak Negi’ah (A Touch Away) If in its first few decades of existence, and the Hebrew language? The song brings us closer to Israel precisely Israel needed to be “hugged,” now we is not intended as an interpretation of through its difference. A twist on Ro- need to enable our students to both the ancient text. It is, in the formula- meo and Juliet, it places a newly-immi- hug and wrestle with Israel—some- tion of Simon Parizhsky, not a perush grant secular family from Moscow next times both at the same time. Operat- (interpretation) of the text, it is a shi- door to an ultra-Orthodox household ing from this paradigm of “hugging mush (use)—and this has value, too. In in . Through excellent acting and wrestling,” we work at empower- a sense, we might say that Israeli every- and delicate writing the series shows ing educators and community leaders day life involves ancient text and in so us—all audiences—not that we are all through compelling materials, work- doing interprets it as well. the same, but that we are all different shops, seminars, and consultancy. The and the same in all sorts of fascinating arts are just one of our areas of concern, Too often we have looked for the familiar ways that a piece of art can portray as but for me, one of the most fascinating and the comfortable in Israel. We choose unified. and promising. ¿

Israel Action Items

In response to Operation Cast Lead and the ongoing conflicts facing Israel, Rafi Cohen, our graduate intern, has compiled a list of activities that schools and students can do today to express their support for Israel.

1. Have your school issue a statement whitehouse.gov). day-angels.org) or Yad LaKashish supporting Israel in the student (www.lifeline.org.il). newspaper, monthly newsletter, or 5. Stay informed about Israel by fre- community newspaper. quently checking either of the fol- 9. Plant a tree in Israel through www. lowing websites: www.jpost.com, JNF.org. 2. Monitor and respond to local me- www..com, www.jta.org, dia coverage by writing letters to www.jrep.com, www.israelinsider. 10. Dedicate 3-5 minutes daily to recit- the editor and/or calling the news com, www.israelnationalnews.org, ing a prayer for Israel or a chapter director. www.ynetnews.com. from Tehillim.

3. Solicit statements from people in 6. Blog for Israel: Start your own on- 11. Share an experience you had trav- your school, city, synagogue, or line log or notepad. www.blogger. eling to Israel or otherwise con- any other prominent personalities, com nected to Israel. and include these statements in your school’s publications. 7. Learn more about Israel at www. 12. Come up with your own list of Is- standwithuscampus.com. rael Action Items (and share them 4. Write a letter to your Member of with us please!). Aish.com sug- ěđĞĕďĕĐ Congress (www.congress.org/ 8. Identify a cause or an organization gests seven (www.aish.com/jew- congressorg/dbq/officials/) or to which your school can relate, ishissues/jewishsociety/7_Ways_

to President Obama (president@ such as Birthday Angels (birth- You_Could_Help_Israel.asp). r)B:JEJPO

[47] [48] )B:JEJPOrěđĞĕďĕĐ and feellike? Israeleducation.Whatmightsuchaneducation look all-embracing comprehensive So Iwouldliketothinkthatthe communitydayschoolistheidealsettingforanew thathasbeencreated. such institutions,the“teaching” isdonebytheculture thirstyforairthatisfulloflife.In inbyyoungsoulswhoare breathed total culture those thatteachnotbytransmittingfactsintoemptyheads,but ratherbyshapinga andthebestschoolsare related tocultures, larities, andconflicts.Communitiesare butashared of learning, “community” iscentraltoitsbeing.Itnotsimplyamulti-denominational house education isthecommunitydayschool.AsIunderstandthese institutions,theword toIsrael One oftheplacesIhavealwaysimaginedasmostripeforanew approach livingexperience. rather thanashared needtobeginwithadenominationalideology becausetheyfrequently problems Jewishschoolsoftenhaveexacerbated withIsraeleducation.Parochial problems subjects—has halls,classrooms, nature—walls, schoolbyitsinherent The standard peoplewholiveandbreathe. museum, ratherthanreal itintoa lessonsturn rather thananincomparableexperiencetoundergo. History makeit“anothercountry,”and coversonit.Curricula about,” somethingto“learn dable, nearimpossibletask.Textbooks diminishtheexperiencebyputtingbindings So howdoesoneeducatetheyoungaboutthis Andsomehowitallholdstogether.weddings, unbearableloss,andsublimebirths. Hebrew,together, babbledlanguages,shared splittingapart, painfulshrapnel,raucous Living inIsraelis25hoursadayofdiverse,inverse,converseexperiencescoming OutontheWater”)(Dahlia Ravikovitch,“Stretched ¿ Creating aSchool Culture by Like a mooing estrus cow Like amooingestrus citystoned This Mediterranean loathe Who couldtruly The settingsunispinkaspeachfruit forallthemarkettosee. holdcourt Cherries withcratesofgrapesandplums The city’soverflowing Anne Lanski Anne ne ideas, accents, beliefs, andgarb. me over all the yearshasbeenitsall-encom- me over all tury soukofpeople, fragrances, sounds, of the most powerful dimensionsofIsrael powerful forthe most of passing nature. relationshiptrue withIsrael A entrytwenty-first into agripping cen- Israel, andeventhere, more living total isa roller-coaster, romance. aperpetual Visiting isn’t onecasualdate: it’s anall-embracing kehillah —a collectivewithdiversities,contradictions,simi- symphonie fantastique of Israel Education Israel of ? Itisaformi- confined by units, books, programs, or confined byunits, books,programs, about Israeleducationisn’t So mydream in yearstocome. tripsbyIsraeliclasses and maybereturn trips builtintothelifeof school— ors ofnewintegratedIsraelexperience could becomeoneofthecentralpurvey- American educators.Communityschools exchanges betweenIsraeliandNorth possibility ofinnovatingwithteacher toexamine the excitingarenas They are venues forstudentexchangeprograms. ideal Americans. Communityschoolsare gash Americanhomeofthe the North thananyplace,couldbe much ormore and views.Thecommunityschool,as people beliefs,behaviors,foods,accents, oflegitimizingdiverse the promise offer Israel ispeople—andcommunityschools setting forperpetuatingthislegacy. munity schoolwouldseemtobetheideal cultural vibrancyanddiversity. Thecom- ditional antecedents.Itisacelebrationof the sametimeisstrikinglyshapedbytra- Israelwhichat contemporary of avery film, painting,andcustoms music, arts, ofthe forthepresence arenas remarkable are inculture Community schoolsrooted culture. Hebrew ofatrue frontiers Community schoolscouldbethenew Yehuda abroad. orIbnGabirol Street intheair,Hebrew Ben itisre-creating rael andonceapersonschoolhas of Hebrew. isthemusicofIs- Hebrew bythesound It wouldbepermeated , the meeting of Israelis and North , themeetingofIsraelisandNorth reached at [email protected]. tion Resource Center). Shecanbe the iCenter of dent (Israel Educa- asFoundingis nowserving Presi- Executive ofShorashim, Director Anne Lanski , Founder andFormer mif- texts. It is as broad and limitless as go- ing to Israel is. True Israel education will begin when we aspire to create a culture of Israel experience in the total culture of educational institutions. It seems that there is no better potential educational framework for such a culture than the community school, which seems to share many core value exemplified by Israel today. The new ICenter established by the Shusterman Foundation and the Jim Joseph Foundation is aimed at trying to re-define Israel education and stretch it beyond its narrow confines. It is looking for individuals and educational frame- works—schools, camps, youth move- ments and more—that are interested in taking this new journey together.

As the ICenter sets out on its path, it in- vites RAVSAK and its schools to consider traveling on this path with us:

Jewish travel. As it is written: “I will lift up my eyes unto the hills, From whence cometh my help”: not Nature It is time for us to set out on a new jour- a hike to see a tall mountain in But a hike with a purpose… ney to make Israel today sing and come All its glory. alive for our young. You are invited to Nor a climb to rejoice in the vista of (Yehuda Amichai, “Jewish Travel”) join us in this quest. ¿ ěđĞĕďĕĐ

r)B:JEJPO

[49] [50] INSPIRE A NEWGENERATION www.BlessedIstheMatch.com © 2008 Katahdin Productions.© 2008Katahdin All rightsreserved. )B:JEJPOrěđĞĕďĕĐ ing inunderstandingIsraelasacomplex criticalandintegratedthink- Exercises cultural…). (Biblical, rabbinic,midrashic,literary- philosophies ofZionism brew, Israelihistory, geography, politics, Possesses aworkingknowledgeofHe- Knows: graduate knows,feels,anddoes. foundationsandfitintowhatour three theabove Israel graduate,whichreflect thecriticaldimensionsofour Below are Jewishhumanbeing. ted, responsible and fosterabalanced,capable,commit- (Ethical Action)—whichtogetherframe Jewish identity),andGemilutHasadim (SpiritualPractice/ Avodah (learning), integratedrealms—Torahup intothree valedictorian andsalutatorian,isbroken tothewayitselectsits advisory tures thewayitstruc- school’s initiatives,from ofthe sion, whichframessomanyrealms vision ofthegraduateatlarge. Thatvi- described above,thisfitsintotheschool’s [continued frompage 15] , and Coming Spring2009

Jewish texts Builds lifelong relationships withIsraelis. Builds lifelongrelationships during,andaftercollege. fore, Engages inextendedstudyIsraelbe- of herJewishidentity.tegral part aboutIsraelasanin- Continues tolearn Does: needs her. rael, i.e.,thatsheneedsIsraeland withIs- Feels asenseofinterdependency longing toapeopleandnation. forandbe- Feels mutualresponsibility rity. wonder, connectionandpersonalmatu- Possesses anexpandedsenseofcuriosity, Feels: to larger JewishandAmericancontexts. relationship and politicalsignificancein Israel’shistorical,religious, Articulates multicultural society. Screening inmorethan50filmfestivalsworldwide! Winner, Winner, Winner, on HannahSenesh Pre-Order theNewDocumentary AudienceAward, AudienceAward, Heart Crystal Award, Free, guideavailable study 30-page from Facing andOurselves History 45-minute classroom versions Available infull-lengthand and Sources – and Sources on Crossroads on Crossroads focusing 7-12curriculum, terdisciplinary educator RachelKorazimonaspiral,in- We collaboratingwithmasterIsraeli are A. Nofim connection toIsrael”: ment ofourmission“tofosteradeep thecommit- designedtoconcretize are consists ofthefollowinginitiativeswhich Atthispoint,Milken’sprogramming Practice campus. on Contributes toanactiveIsraelculture al Jewishidentity. vision ofAmericanJewishandCovenant- howIsraelfitsintoherlarger Articulates ica. a spectatorinbuildingIsraelandAmer- asanactiveplayerratherthan Participates Israel. caring criticismtowards Demonstrates lovingcommitmentand

Hong KongJewishFilmFestival Washington JewishFilmFestival for Your Library, SchoolorInstitution Heartland FilmFestival ĤđģĚđ ęđģĚ ęĕĦĚĢ – (Grades 7-8),Sites

(Grade 9-10)and . Scene and Society Đčĕčĝđ ĐĤčē (Grades 11 and competitions at the Technion and the and America’s present and the future. -12). The curriculum integrates cutting Weitzman Institute, AIPAC, and training edge technology, geography, history, so- programs in public speaking. Further- During the sixtieth anniversary of the cial sciences, arts and politics with a wide more, Israel education takes place in our State of Israel, congregations across North range of Jewish texts. Currently, we are ninth and tenth grade integrated World/ America sponsored numerous cultural and engaged in the creation, experimentation, Jewish History courses, Jewish Studies political Israel events. While many of these and refinement of units within Crossroads courses, and our required Senior Seminar events were no doubt highly edifying, a which are designed “to build the core on Israel. different vision for North American - narrative of the connections between the ism would highlight educational process people and the land of Israel throughout A final word about vision. Our Israel pro- rather than events. In this vision, congre- the ages and across the landscape.” A criti- gramming is designed to be integrated in gations would develop five or six ongoing cal dimension of this program involves in- nature and developmental in complexity. American-Israeli working groups in which tensive staff development in Israel for a At the end of our program, we are look- participants engage in a process inspired significant portion of our school’s faculty. ing for students who are, in the words of by Rabbi Dr. Donniel Hartman’s concep- Holocaust scholar Michael Berenbaum, tion of “society building.” In this vision, B. Tiferet Fellowship in partnership producers and not merely consumers Americans bring their experience and ex- with Alexander Muss of Judaism. Classroom and experiential pertise to collaborate on critical social, po- Israel education should deepen one’s litical, environmental, cultural, spiritual, Milken will send 60 second semester tenth American Jewish and Covenantal Jew- and educational issues facing both Jew- grade students to the Alexander Muss In- ish identities. By sending more and more ries. A significant achievement would be stitute for Israel Education. The Muss students to Israel at the end of tenth to prepare our students with the capacity, program provides students with a power- grade, we work to immerse them in the commitment, and responsibility to take ful intellectual and experiential connection history, land, and people of Israel so that on leadership roles within these society- to the land, living history, and people of they can engage in and construct Israel building settings. ¿ Israel. Our program contains a significant mifgash component with Israelis.

C. Shalom Hartman Institute Ad- vanced Israel Seminar: The Challenges and Opportunities of Statehood Pardes This year, we will initiate a culminat- SUMMER CURRICULUM WORKSHOP ing program for seniors in which Tiferet For Novice Judaic Studies Day School Teachers students return to Israel to focus on critical contemporary issues facing Israel. Amongst the issues are Borders and Secu- rity, Minority Rights, Religious Diversity and Pluralism, State and Religion, Social Justice, Industry and Economic Growth, Israel and World Jewry. The seminar will contain text study with leading experts in each field, on the ground exploration of current successes and failures in each area, July 14 to 28, 2009, in Jerusalem and workshops on translating learning into leadership training. The Pardes Summer Curriculum Workshop offers the opportunity for professional development and text study in Israel, together with other Judiac Studies teachers. The D. Other Programs two-week, tuition-free, program includes the development of a curricular unit, Torah lishma, pedagogy workshops, In addition to the above programs, Milk- collegial sharing sessions and field trips. en engages in a number of other formal The workshop is open to Judaic Studies teachers, grades and informal Israel programs, including Funded by a generous grant 4-12 in North American day schools, who have been an eighth grade exchange with Lady Da- from the Mandell L. & Madeleine H. teaching for one to four years. Travel subsidies are available. Berman Foundation and the Jim ěđĞĕďĕĐ vis in Tel Aviv (as part of the Los Ange- Joseph Foundation If you are interested in new ideas in education and are les-Tel Aviv Partnership), a summer high committed to learning and teaching in an open, dynamic school exchange program with Shevach and reflective environment, find out more. r)B:JEJPO Mofet in Tel Aviv, science partnerships Apply online via our website www.pardes.org.il or contact [email protected].

[51] SuLaM Alumni Shabbaton

n Friday night, SuLaM alumni from the past four In advance of the RAVSAK conference, an unprecedented years gathered for a delicious Shabbat dinner. While event took place. Thirty-four educational leaders from com- the food was outstanding, the memory from the eve- munity day schools in three countries and four time zones, ning was how deeply SuLaM has touched so many representing most of the participants in SuLaM’s two co- people from so many different backgrounds. The Jew- horts thusfar, came together to partake in a SuLaM alumni ish journeys of the various participants and mentors Shabbaton. This exceptional opportunity, just as Project Su- LaM in its entirety, was made possible by the generosity and are powerful and will most certainly continue to have a vision of the AVI CHAI Foundation. huge impact on communities all over the country.

- Dean Goldfein For busy school heads and administrators whose energies are extended in so many directions, the Shabbaton provided the The Shabbaton was a wonderful “time away” from the occasion for intellectual development and spiritual replenish- world and an opportunity for the cohorts to come to- ment, along with the program’s customary delicious food and sumptuous surroundings. Sulamites were treated to the gether in an intimate setting. Learning together and magnificent teaching of a scholar-in-residence, Rabbi Saul davening as a group was stimulating and uplifting. It Berman, who has had a long and distinguished career as a was helpful to hear each other as we studied and prayed scholar of Judaism, a social activist, and a pulpit rabbi. A pas- and begin to appreciate the individuals within each co- sionate speaker with brilliant insight, Rabbi Berman delivered hort. By the end of the Shabbaton, the camaraderie was several talks during the Shabbaton all bearing upon a com- tangible, and the entire group seemed one very grateful mon theme: “Maintaining Tradition in a Time of Change.” and exceptional chavurah. Participants left not only personally inspired, but also the re- cipients of new lenses through which to view TaNaKH and - Shelli Lavender Jewish rituals.

The combination of beautiful surroundings, the Along with new learning, Sulamites made new friendships warmth of friends and colleagues, and the experience and renewed old ones through conversation and shared ex- of a first class scholar-in-residence, created an unfor- perience. For the first time, they took ownership of tefillah: getable Shabbaton experience. It was of great personal they volunteered to lead sections of the service, and under satisfaction to see the Sulamites reacting with awe to a the initiative of Nora Anderson and Shelli Lavender, they be- traditional Torah scholar and pious Jew such as Rabbi came a kehillah kedoshah, a community of prayer. As threads Saul Berman. of connectivity bound participants together over the course of the Shabbaton, it became clear that SuLaM is the perfect - Rabbi Tzvi Berkson microcosm of the RAVSAK network as a whole. ěđĞĕďĕĐ )B:JEJPOr [52] Overcoming Media Bias [continued from page 19] Violation #5: Selective Omission fore submitting a story for publication. the chosen venue of “hate” was the Western Wall, a site sacred only to Jews, which has By choosing to report certain events over oth- Example: The New York Times, Associated never been a place of Moslem prayer. (Fol- ers, the media controls access to information Press and other major media outlets pub- lowing reader protest, the Los Angeles Times and manipulates public sentiment. lished a photo of a young man, bloodied altered its cartoon, deleting the unique and battered, crouching beneath a club- Herodian frame around the Western Wall Example: Ever since the violence began, wielding Israeli policeman. The caption stones, to make it look more like a generic media outlets routinely refer to the Intifada identified him as a Palestinian victim of the wall.) as being “sparked by Ariel Sharon’s pro- recent riots—with the clear implication that vocative visit to the Temple Mount.” This is the Israeli soldier is the one who beat him. Violation #4: Lack of Context despite the admission by Palestinian Minis- ter of Communications Imad el-Falouji that In fact, the bloodied “Palestinian” depicted By failing to provide proper context and full the Palestinian Authority pre-planned the in the photograph was Tuvia Grossman, a background information, journalists can outbreak of violence. 20-year-old Jewish student from Chicago, dramatically distort the true picture. studying in Jerusalem. And the assailants Violation #6: Using True Facts to Draw were not Israelis, but members of a Pales- Example: A BBC photo depicts two Pales- False Conclusions tinian mob who beat and stabbed Grossman tinians, hands tied behind their backs, and mercilessly for 10 minutes. And the infuri- kneeling on the ground. Standing over Media reports frequently use true facts to ated Israeli policeman with a baton was de- them is an Israeli soldier with a rifle pointed draw erroneous conclusions. terring the Palestinians from finishing their at their heads. lynching. Example: Many articles report that “hun- There is no context identifying this photo, dreds of people have been killed, the vast It is clear that we have much work to do to just the benign caption “Tension has been majority Palestinians.” This is an indisput- help advocate for Israel through the media. high around the Jewish settlements.” But able fact, yet without qualifying these fig- When we read something that does not tell who are the Arabs in this photo? Did they ures, the reader is led to the false conclusion the whole picture about Israel in our com- just murder Jews in cold blood? Or were that Israeli soldiers are the aggressors and munity, or in another country, it is still a they innocently buying bread at the local have used excessive force. matter of concern. We must be actively a market? BBC does not say. And why is the part of the solution wherever this bias oc- soldier pointing the gun? Is he guarding Violation #7: Distortion of Facts curs. In today’s world of instant technology, dangerous prisoners until reinforcements we must use it to our advantage to stay in- can arrive? Or is he about to blow off their In today’s competitive media world, reporters formed and motivated, acting as one. This heads at point-blank range? BBC lets the frequently do not have the time, inclination may be difficult, but if we unite, media bias implication stand for itself. or resources to properly verify information be- against Israel will be overcome. ¿

Project ROPE: Investing in the Jewish Future

Project ROPE: Roots of Phi- elderly in our society through examin- differences between the situation of the lanthropy Education, a pilot ing statistics, meeting with experts, ex- elderly in Israel and in their local com- program funded by grants from ploring Jewish sources, reflecting upon munities, and investigating Israeli orga- the Jewish Teen Funders Network and movies and books, and encountering nizations that service them. All of this the RAVSAK Executive Committee, is older people in their communities first- committee’s work is conducted collab- creating a cadre of Jewish philanthropic hand. Together, students from far-flung oratively among representatives from all leaders among students in RAVSAK corners of our continent have partici- participating schools. After research and high schools. pated on conference calls with philan- consensus-building, they will award a thropic leaders, learning the vision and grant to an Israeli organization of their Students started by wrestling with a values that inform Jewish philanthropy choice that supports the elderly. challenging curriculum of Jewish texts and receiving guidance for their own ěđĞĕďĕĐ on tzedakah and communal obligations projects. ROPE is now recruiting schools to par- to the poor and needy. They proceeded ticipate in next year’s cohort. If you are

to study about the focus of this year’s A special part of the program is now un- interested, please contact Dr. Elliott r)B:JEJPO activities: the elderly. They are absorb- derway: the Israel Committee. Partici- Rabin at [email protected]. ing the issues and challenges facing the pating students are learning about the

[53] [54] )B:JEJPOrěđĞĕďĕĐ : NotesTowards Recasting Israel HerzlTowardsAriel, Jonathan.“From /Periodicals Articles Peace Carter, BeginandtheQuestforArab-Israeli Ibid. P, Carolina North 1984. Palestine 1917-1939 Stein, KennethW. UP, 2008. Adult Identity inYoung Israel:AJourney of Birthright andChazan,Barry.Saxe, Leonard 2008. University Press, Ottoman Palestine Creation ofaJewishNationalCulture in Saposnik, Arieh. York: 2003. Press, Free Land People inanExtraordinary Rosenthal, Donna. Routledge, 2006. State inComparativePerspective Penslar, Derek. 2003. Washington, DC:FrankLunzAssociates, Lunz, Frank. Military Decline ofIsraeliness—State,Society,andthe Kimmerling, Baruch. Jewish ZionistEducation,1997. in OurLives andRosenak,Michael. Eisen, Arnold Jews andTheirAlienationfromIsrael Beyond Distancing:Young AdultAmerican Cohen, StephenM.andKelman,AriY. Books /Studies Bookcase York: ofReboot, JewishIdentityProject 2007. . NewYork: Routledge, 1999. Heroic Diplomacy:Sadat,Kissinger, . Berkeley: U of California P,. Berkeley:UofCalifornia 2001. of and peoplefromthe RAVSAK the current issue theme of network,the to pertaining his . Jerusalem: JointAuthorityfor . Jerusalem: HaYidion Israel intheAgeofEminem column features books, articles, andwebsites, recommended byourauthors . Lebanon,NH:Brandeis Israel in History: TheJewish Israel inHistory: Becoming Hebrew: The . NewYork: Oxford The LandQuestionin The Israelis: Ordinary The Israelis:Ordinary . ChapelHill:Uof The Inventionand for readers whowanttopic ingreaterto investigate depth. the . NewYork: . New Ten Days . New Israel . Teaching Israel inLightoftheMatzav.” Sinclair, Alex.“BeyondBlackandWhite: Studies, 2006. Jewish MA: TheCohenCenterforModern American JewishYoung Adults oriented IsraelProgramsonResponses of Shahar. Sasson,Ted,Saxe, Leonard, andHecht, Israel, 2005. by RAVSAK andTheJewishAgencyfor Community DaySchools.”Commissioned Symbolic EngagementwithIsraelinJewish Do We ofSocialand Strive?APortrait Kopelowitz, Ezra.“Towards WhatIdeal 2008. Educational Leadership eds., Education.” InA.GalandGottschalk, ofAmericanJewish Israel intheMirror Chazan, Barry. aGlassDarkly: “Through Zionist Library, 2006. The stone andA.Feldstein.Jerusalem: Aviv: OfDreams andDeeds Education.” In Israel: TheDream MeetsReality and London:Praeger, 2004,215-231. Israeli IdentityinTransition Israeli Identity.” InAnitaShapira(ed.), Multiculturalism; or, ThePrivatizationof MeltingPotto Gutwein, Daniel.“From www.acheret.co.il. tion), amagazineonIsraelandJudaism: Eretz Acheret eds., InA.GalandGottschalk, First Century” intheTwenty- “Israel andAmericanJewry Cohen, StevenM.andLiebman,CharlesS. Agenda: JewishEducation Israel andJewishEducationOnceAgain.” Chazan, Barry. “Schechter’sLament: 2000. Cincinnati: HUCPress, Israel atWar: TheImpactofPeer- Beyond Survival andPhilanthropy Beyond Survival Beyond Survival andPhilanthropy Beyond Survival (Hebrew withEnglishedi- (Hebrew From AltneulandtoTel , Volume 7:1,Fall . Waltham, 18,2005. . Eds.D.Break- . Westport, CT . Jewish . . center.biu.ac.il/English/publicationsE.htm Bar IlanUniversity:http://www.rappaport- at JewishVitality andStrengthening search CenterforAssimilationRe- The Rappaport huji.ac.il/course/view.php?id=8. for JewishEducation:http://virtualmelton. of IsraelEducationattheMeltonCentre onThePurposesandPractices Conference Papers fortheupcomingFirstInternational Articles/Databases Websites Judaism Conservative toPost-Zionism.” Educational Approach Jewish Sinclair, Alex.“AConservative Judaism Conservative www.giyus.org Give IsraelYour UnitedSupport: Institute: http://memri.org MEMRI: TheMiddleEastMedia Research Palestinian MediaWatch: www.pmw.org.il www.StandWithUs.com www.HonestReporting.com Advocacy/Information home/0,7340,L-3086,00.html http://www.ynetnews.com/ture: onIsraelicul- articles Current www.tasteofisrael.org/ http:// General guidetoIsraeliculture: view=videos youtube.com/profile?user=culturalevant& Israeli videoswithsubtitles:http://www. Makom/Arts Jewish+Education/Strategic+Partnerships/ komisrael.net/JewishAgency/English/ http://ma- ema, fiction,rapandart: onIsraelicin- resources Makom Arts: Arts/Culture : 59/1,2006. 55/3,2003. : You can’t see ISRAEL from a tour bus. You’ve got to breathe it, eat it, hike it, dance it, sing it, live it, love it.

Experience Israel with Young Judaea. A CENTURY OF COMMITMENT. A LIFETIME OF CONNECTION.

For more information on all ěđĞĕďĕĐ

of our programs, visit us at r)B:JEJPO www.youngjudaea.org or call 800.725.0612.

©2008 Hadassah, The Women’s Zionist Organization of America, Inc. Hadassah and Young Judaea are registered trademarks of Hadassah, The Women’s Zionist Organization of America, Inc. [55] RAVSAK 1RQ3UR¿W2UJ The Jewish Community Day School Network US Postage 120 West 97th Street PAID New York, NY 10025 Mechanicsburg, PA Permit 63

2009 Annual Leadership Conference Photos and Reviews Pages 38-39