Towards What Ideal Do We Strive? A Portrait of Social and Symbolic Engagement with Israel in Jewish Community Day Schools

Survey commissioned by RAVSAK and The Jewish Agency for Israel

Author: Dr. Ezra Kopelowitz

Date: March 24, 2005

Table of Contents

ABOUT THE AUTHOR ...... 1

ABSTRACT...... 1

I. WHY ISRAEL?...... 2

II. SYMBOLIC BELONGING, JEWISH TRANSCENDENCE AND ISRAEL...... 2

III. THE GOAL OF THIS STUDY...... 3

IV. METHODOLOGY AND POPULATION ...... 4

V. OVERALL PLACE OF ISRAEL IN RAVSAK SCHOOLS...... 5 A. SYMBOLIC PRESENCE...... 5 B. INFORMAL EDUCATION ...... 8 Symbolic vs. Social Orientation of Informal Events/Activities ...... 8 C. FORMAL EDUCATION ...... 10 Symbolic vs. Social Orientation in Formal Education ...... 11 VI. SYMBOLIC VS. SOCIAL STRATEGIES FOR SCHOOL BASED ENGAGEMENT WITH ISRAEL...... 12 SCHOOLS THAT ENCOURAGE THEIR STUDENTS TO ATTEND ACTIVITIES AND EVENTS THAT SUPPORT ALIYA ...... 14 SCHOOLS THAT ENCOURAGE THEIR STUDENTS TO PARTICIPATE IN P2P ACTIVITIES AND EVENTS...... 18 SCHOOLS THAT DO NOT SPONSOR P2P EVENTS ...... 19 VII. THREE DISTINCT EDUCATIONAL STRATEGIES...... 19

VIII. WHAT IS THE IDEAL? RAISING SOCIAL ENGAGEMENT WITH ISRAEL! 20

IX. RECOMMENDATIONS...... 24

X. APPENDIX A: QUESTIONS AND ANSWERS...... 26

XI. APPENDIX B: RECOMMENDED READINGS ON ISRAEL ENGAGMENT IN JEWISH INSTITUTIONS ...... 48

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 2 of 51 About the Author Dr. Ezra Kopelowitz is a sociologist specializing in Israel-Diaspora relations and issues of Jewish identity, education and religion in Israel and the United States. Ezra is the founder and CEO of Research Success Technologies - http://www.researchsuccess.com, a Jerusalem startup specializing in Internet systems for measuring goal attainment in organizations. Ezra is also consultant to the Research and Development Units' of the Department of Jewish Zionist Education of the Jewish Agency and Panim for Jewish Renaissance in Israel. He also lectures in topics touching on Jewish community, education and strategic thinking at the Mandel Institute for Educational Leadership in Jerusalem. From 2000-2003, Dr. Kopelowitz served as Director of the Research Activities of the Department of Jewish Education of the Jewish Agency for Israel and in 2004 was a fellow at the Institute for Advanced Studies at the Hebrew University.

Abstract What is the place of education about Israel in the life of a Jewish Community Day School in North America? And, what if anything should be done to improve Israel engagement in the Jewish Community Day School? To answer these questions, this report begins with the question of why Israel is a subject of interest and concern for a Jewish institution in North America. The report argues that there are two basic types of types of Israel engagement - symbolic and social. Symbolic engagement uses the link to Israel as a means to define the school as a Jewish institution and create a sense of “Jewish transcendence” in that the students in the school will feel that they are part of the larger Jewish People. In contrast, social engagement goes beyond the symbolic level and encourages students to form an ongoing relationship and commitment to Israelis and Israel. We learn that all schools participating in the survey are engaged with Israel at the level of symbolism. We also noted that symbolic engagement is important and alone is an accomplishment to be proud of. However, 22 schools of 48 RAVSAK schools participating in this survey go beyond the level of symbolic engagement and encourage their students to socially engage with Israelis and Israeli society. Of these 22 schools, a minority pursue the path of encouraging Aliya, and a majority encouraging their students to participate in People to People programming. While the data afforded to us from the survey does not allow us to gauge the depth of these programs, we assume that their goal is to create concrete and ongoing social relationships between the students and Israel and Israelis. We also saw that the commitment to a strategy of social engagement with Israel corresponds with a wider educational ethos in the school that includes increased symbolic, informal and formal educational activity along many measures of Jewish culture and religion, including Israel. Thus, it is clear that to go from a strategy of symbolic to social engagement with Israel requires thought into what occurs in the larger educational environment in the school. What exactly needs to occur is beyond the scope of this research project. We can only recommend that institutions that wish to move from a symbolic to social engagement with Israel, first discuss the goals they wish to achieve. What type of engagement with Israel does a school wish to promote – a primarily symbolic orientation or social engagement along the lines of Aliya, People to People or something else? What then needs to change in terms of the Israel symbols that the schools promotes, the informal educational activities it encourages its students to participate in, the subjects taught and professional education opportunities offered to faculty? These question must be raised at the level of policy discussion within schools and among educators in the RAVSAK network and of course should be pursued in further research aimed at understanding the implementation of Israel engagement in Jewish institutions.

I. Why Israel?

What is the place of education about Israel in the life of a Jewish Community Day School in North America? And, what if anything should be done to improve Israel engagement in the Jewish Community Day School? These are the questions asked of this author, by the RAVSAK Community Day School Network of North America and the Department of Jewish Zionist Education of the Jewish Agency.1 In order to answer these questions, we need to begin with a much larger question. Namely, why should Israel be a subject of interest and concern for a Jewish institution in North America? Why would a school devote resources to a country and its people, whom are located thousands of miles away from the daily lives of its students and faculty? As the coming pages will show, the answer the question of “why Israel” in a Jewish school influences many subsequent decisions regarding the investment of resources, the shaping of formal and informal curriculum and the building of a general educational environment that includes within it the presence of Israel. Thus, without dealing with the question of why, we cannot begin to understand the significance of the survey data that is laid out before you in this report.

II. Symbolic Belonging, Jewish Transcendence and Israel

At the most general level, there is a common answer to the question of “why Israel” that is valid for all Jewish institutions, regardless of their mission or ideological affiliation. To belong to a group, such as the “Jewish People”, individuals must escape the confines of their immediate surrounding. For example, the power of the Seder is that it transforms “several friends and family members who sit around the table and share a common meal” into a “group of Jews who are participating in an act with other Jews the world over.” When people sit around the Seder table they are aware that there are others located elsewhere who are also eating the Passover meal. The awareness of participating in a larger act, that includes others who are not physically co-present, transforms the physical space of the room and the table around which the diners sit into a platform from which to share a larger sense of membership in the Jewish People. The Seder is an event that enables transcendence, in that people literally transcend the physical confines of the table around which they sit, and become members of a larger group. Learning in a classroom located in a Jewish school, or any interaction in any social space in

1 The author wishes to thank Dr. Mark Kramer of RAVSAK and Rabbi/Dr. Yehuda Felix of the Jewish Agency for the initiative they took to create the project and the continual input and support offered over the course of the work. A thank your is also due to Dr. Ami Bouganim, Neta Katz and Rachel Wurtzberger of the Research and Development Unit of the Department for supporting the project and providing logistical support.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 2 of 51 any Jewish institution, must provide a similar sense of transcendence. A successful Jewish institution, whether the family, the school, the community center or summer camp, must enable a feeling of membership in the Jewish People. When we enter a Jewish home or school, we feel that we leave the constraints of everyday life. We are not simply entering into a home or school, but into a Jewish home or school. We are greeted with symbols such as books on the bookshelf, a Jewish newspaper on the table, pictures on a wall, a mezuzah on doors and are asked to participate in ceremonies, such as a Shabbos meal or a conversation about synagogue politics, all of which enable us to imagine that we are connected in time and space to others who call themselves Jews. The walls of the school, its calendar, its curriculum, the names of the people who walk the hall and the newspapers and books on its shelves are among the multiple cues that prod people to recognize that they are in a Jewish institution and not simply in any school. “Israel” is an integral part of the experience of “Jewish transcendence” provided by the school. Israeli flags, maps on the wall, Hebrew signs, Independence Day ceremonies and Israeli history classes, amongst others, integrate seamlessly into the larger economy of Jewish symbols and ceremonies that mark the Jewishness of the school. Without these symbols the school looses a major tool in its educational repertoire and ability to distinguish itself as a Jewish institution. Thus the first answer to the question of “why Israel?” is that Israel is a powerful symbolic resource that a school can use to transform itself into a Jewish school and enable its students to feel that they are part of the Jewish People.

III. The Goal of this Study

With the idea that “Jewish belonging” is about “Jewish transcendence” enabled by an economy of symbols and actions that transform a social space into a Jewish space, and an ordinary interaction into an interaction between Jews, we can now proceed to the goals of this study. Our goal is to learn how symbols, ceremonies and curricula that evoke the presence of the Land, State and People of Israel appear in the environment of the RAVSAK Jewish Community Day School. We will see that in all RAVSAK schools Israel is an integral part of the school’s attempt to define itself as a Jewish institution. However, we will also see that among the schools covered by the study there are three distinct approaches to answering the question of “why Israel?” We will begin by mapping the general state of engagement with Israel in RAVSAK schools and then look at the three answers to the question of “why Israel” in order to offer a picture of different pathways that RAVSAK educators and others can follow in their attempt to raise the level of Israel engagement in their schools.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 3 of 51

IV. Methodology and Population

From September through November 2004, an Internet survey was e-mailed to the Jewish Studies coordinators (and in some cases the Head of School) of 89 Ravsak schools. The survey focused on four areas: (1) the place of Israel within the formal Jewish studies curricula, with a focus on difference between the tension between the ideals towards which the school strives and the reality of what is actually taught. (2) The place of Israel within the ceremonies and activities that mark the informal educational environment of the school; and (3) the attachment of the faculty, who answered our survey, to Israel, including professional training they might have received regarding teaching about Israel and/or services they might be interested in receiving. Of the 89 surveys sent out, 48 were answered (54%). In terms of their demographics, the population who answered the survey is spread out over the United States and Canada. 23% are from schools in the Southern United States, 28% from the Eastern U.S., 19% from the Mid-West and 23% from the Western United States. Only one school from Eastern Canada, one school from Mid-Western Canada and one school from the Canadian West participated in the survey. For a list of participating schools see Appendix A. 35% of the schools offer early childhood programs, 83% offer elementary grades, 60% middle level grades and 26% high school grades. Of the respondents, 72% are the Director of Jewish Studies in their schools. Most of the rest serve as Head of School. 30% of the respondents are male, 70% are female. 4% are between 20 and 30 years of age, 28% between 31 and 40 years, 30% are between 41 and 50 years, 39% between 51 and 60 years, and 4% are between 61 and 70 years old. An outstanding characteristic of the respondents is the very high level of attachment to Israel expressed by the respondents, as well as their very high levels of Jewish identity in general. By any measure, the group is exceptional in terms of its levels of Jewish identity and Israel attachment.

Table 1: Visits to Israel Have you ever been to Israel? Responses BTR XNA No 1 2.04% 2.13% Yes, once 2 4.08% 4.26% Yes, 2-4 times 7 14.29% 14.89% Yes, more than five times 7 14.29% 14.89% Yes, I live/lived there for 21 42.86% 44.68% an extended period Yes, I was born there 9 18.37% 19.15% No Answer 2 4.08% Total Rating

Rating: 4.53 of 6 | Yes, I live/lived there for an extended period

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 4 of 51

For data on Israel Attachment and Jewish Identity see Appendix A, Questions: 86 through 107

As table one shows, all but two correspondents have visited Israel two or more times. In addition, 90% state that they feel “very attached” to Israel. Almost all respondents frequently talk about Israel with Jewish friends and family members, and 67% frequently talk about Israel with their non-Jewish friends. Almost all are planning on visiting Israel in the next three years, make a special effort to buy Israeli products and closely follow the news with Israel. 58% have visited Israel in the past year, and an additional 35% state they have visited Israel in the past five years. 71% answer that they often read Israeli papers (in English or Hebrew). 93% have family or close friends living in Israel. 80% feel close to Israeli Jews – “to a great extent”, while only 17% answered that they feel the same way about non- American Jews. Professionally, 78% have “personally participated in a professional development opportunity regarding Israel.” Of that group, 73% state that the professional development program included a trip to Israel. 94% are “interested in professional development opportunities in Israel?” In summation, we are dealing with a “core Jewish population” with multiple emotional, personal and professional attachments to Israel the likes of which are seldom seen among North American Jewry. One question we will ask in the coming pages, is how, if at all do the rich personal connections that this population have with Israel, translate into their educational work?

V. Overall Place of Israel in RAVSAK Schools

This paper focuses on three dimensions of the presence of Israel in RAVSAK schools. (1) Israel as symbolic presence – ie. Israel in the general environment of the school, including the singing of Hatikvah, hanging of flags and maps, and mention of Israel in the school’s mission statement. (2) Israel in the informal educational program, and (3) Israel in the formal educational program. We will first look at the data for each of the three Israel dimensions, after which we will see examine three distinct strategies that schools choose to build the presence of Israel in their institutions.

A. Symbolic Presence

Chart one presents the survey questions that were asked in order to measure the symbolic presence of Israel in the general school environment. Four basic measures were used, (1) the presence of Israeli flags, (2) the presence of maps of Israel, (3) the singing of Hatikvah, and

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 5 of 51 (4) whether Israel is explicitly mentioned in the school’s missions statement. As chart one shows the numbers are very high. 100% of schools report that their students sing Hatikvah,

Chart 1 : Symbolic Presence of Israel (n=48)

Sym bolic Presence of Israel

Percent 100 90 80 70 60 50 40 30 20 10 0

Are there occasions in w hich students in your 100 school sing the Israeli national anthem Hatikvah?

Is there a map(s) of Israel 96 hanging in your school?

Does an Israeli flag(s) 91 hang in your school?

Is Israel explicitly mentioned in your school’s 70 w ritten vision and/or mission statement?

For data on the symbolic presence of Israel see Appendix A, questions 70-76

96% report that they a map(s) of Israel hanging in their school, 91% state that an Israeli flag(s) hangs in the school, and 70% make explicit mention of Israel in their mission statements. We can explore further and inquire into the depth of symbolic presence of Israel in the school. We not only want to know, if a school flies Israeli flags, hangs maps and sings Hatikvah, but how often do these symbolic acts occur. In chart two we see a marked difference between the symbols. The Israeli flag is the only one of the three symbols to gain an intensive presence in all RAVSAK schools. Of the schools that do fly the Israeli flag 74% have a flag hanging in every classroom. In other words, walk into a classroom in 74% of RAVSAK schools and you experience the symbolic presence of Israel. 62% also state that they have flags hanging in public areas. Only 29% hang the Israeli flag in front of their school buildings. Thus, by looking at the Israeli flag as a symbol that is used to mark the school as a Jewish space, we learn that there is a difference between the presentation of

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 6 of 51 Jewishness to those who enter the school, as opposed to the presentation of the school as a Jewish institution vis-à-vis the outside world. While 74% of the schools feel comfortable with the Israeli flag flying in their classrooms, only 29% are willing to make a similar statement of Israel as a symbolic marker of the schools Jewishness vis-à-vis the outside world. The map of Israel has less of a presence than the Israeli flag. Maps are hung by 62% of the schools only in their Jewish studies classrooms. Thirty percent hang a map of Israel in every classroom in their school. Singing Hatikvah is one step down on the scale of intensive use of a given symbol. Hatikvah is sang daily in 45% of the schools that sing the Israel national anthem daily with the majority limiting the singing of Hatikvah to school wide

Chart 2: Symbolic Presence of Israel (n=48)

74 If yes, does an Israel flag hang in every classroom?

If yes, does a map of Israel hang in classrooms in which Judaic studies are 69 taught? If yes, does an Israel flag hag in public areas such as the auditorium or 62 lobbys?

45 If yes, do students in your school sing Hatikvah daily?

If yes, do students in your school sing Hatikvah in school wide assemblies that 38 specifically relate to Israel?

38 If yes, do students in your school sing Hatikvah in school wide assemblies?

31 If yes, is a map of Israel found in every classroom?

29 If yes, does an Israeli flag hand in front of the school building?

19 If yes, do students in your school sing Hatikvah weekly?

If yes, does an Israel flag hand in classrooms where Jewish studies are 19 taught? If yes, is there a map(s) of Israel hanging public areas such as the auditorium 18 or lobby?

14 If yes, do your students sing Hatikvah, but not on a regular basis.

7 If yes, is a map of Israel hanging in front of the school building?

80 70 60 50 40 30 20 10 0 Percent assemblies. In summation, we see a difference in the way symbols such as the flag, maps and the singing of Hatikvah are used to evoke the presence of Israel, but nevertheless it is fair to say that the use of these symbols is extensive, which perhaps is not surprising given that all the schools covered by this survey have joined a network that uses a Hebrew name, Reshet Btei Seifer Kehillatim (Jewish Community School Network).

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 7 of 51 B. Informal Education

We now look at Israel in the informal educational activities and events of RAVSAK schools. We asked, “To what extent does your school encourage students to participate in each of the following events or activities at school?” The list of possible events/activities appears in chart three, which shows the data for the events that the schools encourage their students to participate in, organized by the schools willingness to encourage participation “to a great extent”. 100% of schools encourage their students to Yom Haatzmaut celebrations, while at the opposite end of the spectrum only 15% of the schools encourage their students to participate in events that “support Aliyah to Israel.”

Chart 3: Our school encourages students to participate in the following events/activities “to a great extent”.

To what extent does your school encourage students to participate in each of the following events or activities at school?

15 Demonstrate for Israel 15 Aliyah 20 Shavuot Learning 30 Israel Day Parade 32 Donate To Terror Victims 35 Terror Victims Ceremony 36 YomYerushalayim Ceremony 47 Connection to Israeli Youth 47 Connection to Israeli School 64 TuBeshvat Tree Plant/Israel 65 Tu Beshvat Seder 70 Donations to Israel 70 Yom HaZichoron Ceremony 74 Participate in Local Community Events 74 Daily Prayer 78 Holocaust Ceremony 100 Yom Haatzmaut Ceremony

100 90 80 70 60 50 40 30 20 10 0 Percent

* Percentages reflect those that answered “to a great extent,” as opposed to “not at all”, “somewhat” or “did not take place at all”.

For complete data on Informal Educational Events/Activities see Appendix A, questions 52-69

Symbolic vs. Social Orientation of Informal Events/Activities

What type of connections to “Israel” is a school trying to promote with its informal educational curriculum? To answer this question, a distinction is made between “symbolic” as opposed to “actual” orientation of a social activity. Activities that are symbolic in nature,

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 8 of 51 promote an emotional connection between the student and Israel and Israelis, or the student and Jews in general, with no expectation that the educational experience will produce actual social relationships. The school’s goal is to foster a sense of symbolic and emotional identification rather than interpersonal connection. The desired result is what Benedict Anderson2 calls the “imagined community,” a group whose members might include millions of individuals (or more) spanning large periods of history and disparate geographical areas. Such a group exists because of the ability of its members to imagine their connection to one

Table 2: Interface between School and Life Outside of School for Informal Education Events/Activities Percent that encourage Orientation of Symbolic vs. Social Event students to participate in event is to: Orientation activity —to a great extent“ Israel Symbolic Yom Haatzmaut Ceremony 100 Jewish culture Symbolic Holocaust Ceremony 78 Religion Symbolic Daily Prayer 74 Local Community Either Participate in Local Community Events 74 Israel Symbolic Yom HaZichoron Ceremony 70 Israel Symbolic Donations to Israel 70 Religion Symbolic Tu Beshvat Seder 65 Israel Symbolic TuBeshvat Tree Plant/Israel 64 Israel Social Connection to Israeli School 47 Israel Social Connection to Israeli Youth 47 Israel Symbolic YomYerushalayim Ceremony 36 Israel Symbolic Terror Victims Ceremony 35 Israel Symbolic Donate To Terror Victims 32 Israel Symbolic Israel Day Parade 30 Religion Symbolic Shavuot Learning 20 Israel Social Aliya 15 Israel Either Demonstrate for Israel 15

another, in spite of the fact they may never meet in face-to-face relationships. In contrast, events that emphasize a social orientation foster actual social relationships in which the participant comes to feel a concrete sense of obligation to maintain a relationship with either another individual or social group. Here the emphasis is not on the imagined community of millions of people, but rather concrete social relationships that require actual obligation of individuals to maintain the relationship beyond the actual participation in the event itself. For the purpose of the coming analysis, we classify three events/activities as having an unambiguous social orientation. These include events in which schools encouraging their students to participate in partnership programs, events that create connections to Israeli youth or programs that encourage Aliya. All three types of programming aspire to go beyond the

2 Anderson, B. (1991). Imagined Communities: Reflections on the Origin and Spread of Nationalism. New York, Verso.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 9 of 51 goal of fostering an emotional connection to Israel, and attempt to build actual ongoing social relationships between the student and Israelis and/or Israeli society. As chart four shows, student participation in three Israeli oriented activities with a social orientation are encouraged in 36% percent of the schools (on average) covered in the survey, in comparison to 55% percent of the schools (on average) that encourage participation in the eight symbolically oriented Israel activities.

Chart 4

Percent of Schools that encourage students to "a great extent" to participate in Israeli oriented activities with social or symbolic significance

55 60 50 36 40 t n e

30 c r e

20 P 10 0 Social Symbolic

C. Formal Education Respondents were asked the following three questions vis-à-vis the list of subject areas, that appear in table 3. The first two were: 1. In your opinion, how much importance should a Jewish community school attach to each of the following subjects? 2. In the previous question we asked about the ideal position of each subject in a community school’s curriculum. What in fact is the actual importance of each of the following subjects within your school’s curriculum?

For both questions, possible answers were: “not important at all” (score = 1), “somewhat important” (score = 2), “important” (score = 3) and “very important” (score = 4). A third question inquired about the extent that these same subjects are taught in different grades. The ollowing analysis focuses on questions one and two. The data for question three (teaching in different grades) appear in Appendix A of this paper. For data on Formal Education Questions see Appendix A, questions 1 - 51

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 10 of 51 Table 3: The Ideal vs. Real in the School Curriculum

1. Ideal: In your opinion, how much importance should a Jewish community school attach to each of the following subjects? 2. Real: In the previous question we asked about the ideal position of each subject in a communities school’s curriculum. What in fact is the actual importance of each of the following subjects within your school’s curriculum?

Possible Answers: “not important at all” (score = 1), “somewhat important” (score = 2), “important” (score = 3) and “very important” (score = 4).

Orientation Subject Ideal Real Gap Culture/Israel Hebrew Language 4.0 3.9 0.1 Religion Tanakh 3.9 3.7 0.1 Israel History of State of Israel 3.8 3.4 0.5 Religion Prayer 3.7 3.7 0.1 History The Holocaust 3.5 3.3 0.3 History World Jewish History 3.5 2.9 0.6 Israel Israeli Culture 3.4 3.0 0.4 Israel Israel-Diaspora Relations 3.3 2.7 0.7 History American Jewish History 3.3 2.8 0.5 Israel Geography of State of Israel 3.3 2.9 0.4 Israel Israel in Jewish Sources 3.2 2.4 0.8 Israel Israel/Palestinian Conflict 3.2 2.5 0.7 Israel Hebrew Literature 3.0 2.7 0.3 Current Events Central Issues American/Canadian Society 2.9 2.1 0.7 Religion Mishnah 2.8 2.0 0.8 Current Events/Israel Central Issues Israeli Society 2.6 2.1 0.6 Religion Gemara 2.6 1.8 0.8

The comparison between subjects that respondents feel should be taught in a community day school and those that are actually taught shows that to the degree that a subject is regarded as important in the ideal, so it is more likely that in practice the subject is given priority in the curriculum. In table three we see that the “big four” topics that respondents rated on average as 3.5 and above (on a scale 1 to 4 ) in terms of their importance are Hebrew, Tanakh, History of Israel and Prayer. For three of these subjects the gap between the ideal and real status in the school is less than .5. Among the other 13 subjects, only two have a gap between ideal and real of less that .5. As subjects are rated lower on the ideal scale, so we see the gap between their ideal status and what actually happens widens, with Mishnah and Gemarah receiving among the lowest ideal scores and the highest gap between ideal and real.

Symbolic vs. Social Orientation in Formal Education

If we build on the symbolic/social distinction introduced in the previous section we see that the two subject areas with a clear social agenda – that is creating a sense of connection between the classroom learning situation and life as it is lived outside of the school are ranked markedly low. These two subjects: “Central Issues American/Canadian Society” and

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 11 of 51 “Central Issues in Israeli Society” were among the four lowest ranked topics. In contrast, the “big four” subjects (Hebrew, Tanakh, History of Israel and Prayer) are all arguably topics that are high in symbolic capital but low on social relevance to the lives of the students outside of the school. There is little expectation in most schools that the students will speak Hebrew or Pray on a regular basis outside of the school. Rather, the subjects are crucial for demarcating the school as a Jewish institution. Teaching the big four topics marks the school as a symbolic Jewish space along the lines discussed in the introductory sections of this paper. In summation we learn that four topics Hebrew, Tanakh, History of Israel and Prayer are ranked considered very important to be taught in a Jewish Day School and in fact are taught. We noted that these topics, given the population of students, of a highly symbolic nature. Subject matter that deals with current events and is thus more socially oriented are not regarded as particularly important by most of the schools.

VI. Symbolic vs. Social Strategies for School Based Engagement with Israel

In the preceding discussion we distinguished between three dimensions along which Israel appears in the RASVAK Community Day School. First we looked at the Israel symbols that a school uses to distinguish itself as a Jewish school. Second were the informal educational activities and events that the school encourages its students to participate in, and thirdly we looked at the formal educational curriculum. In the discussion about informal and formal education we distinguished between symbolic and socially oriented strategies towards Israel. Our claim is that it is possible to distinguish between educational strategies that view an orientation to Israel in symbolic terms – the goal is to create a sense of emotional attachment to Israel and Jewishness. In contrast, socially oriented approaches emphasis an actual social connection and sense of obligation towards Israel and/or Israelis. To show the significance of the symbolic/social distinction, we now look at the differences between schools that clearly emphasize the social approach to Israel engagement and those that don’t. We will focus on two types of informal educational activities that clearly encourage students to form an ongoing connection and deepen a sense of personal obligation towards Israel and Israelis. The first type of activity are “People to People” (P2P) activities in which schools sponsor partnering programs or mifgashim in which students interact with their Israeli peers, and in some cases learn together by way of the Internet for extended periods. The second type of activity, are programs that support the idea of Aliya (moving to live) in Israel.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 12 of 51 Kopelowitz (2003) and Wolf and Kopelowitz (2004) 3 point out that while both People to People and Aliya programs build a sense of concrete connection to Israel, the latter do so by making Israel into the conceptual center of the Jewish world, while the former treat the relationship between Israelis and those who live outside of Israel as a partnership in which both parties have what to gain from a relationship with the other. The Aliya (Israel is Center) approach goes against the grain of mainstream American Jewish approach to Israel and is normally discouraged in American Jewish institutions. In contrast, the P2P approach has in the past decade begun to receive increasing attention and popularity in that it provides resources for North American schools to connect their students to the Israel and build a stronger sense of local Jewish identity, but not to do so at the cost of promoting Aliya.

Table 4: Three Strategies for School Based Israel Engagement Strategies Questions Used to Filter Schools into Categories Number of Schools in Category Schools Emphasizing To what extent does your school encourage students to N= 7 Aliyah participate in each of the following events or activities at school? Supporting Aliya to Israel (answer = “to a great extent”) School Emphasizing 1. To what extent does your school encourage students to N = 18 People to People participate in each of the following events or activities at programs (P2P+) school? a. Having a connection with an Israeli School (answer = “to a great extent”) b. Having connection with Israeli youth (answer = “to a great extent) 2. Some North American Jewish institutions have created partnership projects with Israeli institutions. Is your school involved in a partnership project with an Israeli institution (e.g., with an Israeli gan)? (Answer = “yes”) Schools that don’t Some North American Jewish institutions have created N=15 support People to People partnership projects with Israeli institutions. Is your school programs (P2P-) involved in a partnership project with an Israeli institution (e.g., with an Israeli gan)? (Answer = “No”)

Building on the work of Kopelowitz and Wolf, our assumption here is that schools that explicitly encourage participation in programs that support Aliya and schools that encourage participation in P2P programs are promoting different educational goals. With the Aliya/P2P distinction in mind, we divided the schools into three categories – (1) Seven schools that encourage their students to participate in activities and events that support Aliya, (2) 18 schools that encourage their students to participate in P2P programs and (3) 15 schools don’t sponsor P2P programs. The questions used to place the schools in each category appear in table 4. The P2P+ and P2P- categories are mutually exclusive, in that there are no schools

3 Kopelowitz, E. (2003). Between Mifgash and Shlichut: Paradigms in Contemporary Zionist Education and the Question of the Ideological Relationship between Israel and Diaspora. Jerusalem, Department of Jewish Zionist Education, The Jewish Agency. Wolf, M. F. and E. Kopelowitz (2004). Israeli Staff in American Jewish Summer Camps: The View of the Director. Jerusalem, Research and Development Unit, The Department of Jewish Zionist Education of the Jewish Agency. Both reports are available at: http://www.jafi.org.il/education/moriya/reports.html

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 13 of 51 that are found in both categories. Of the seven schools in the Aliya category, two are also found in the P2P- group, and 4 are found under the P2P+ category.

When the P2P+, P2P- and Aliya schools are compared we see three distinct ways to approach Jewish education in general, and Israel in particular.

The data in charts 5, 6 and 7 allows for comparison of the average answers of each group of schools, vis-à-vis one another and the average for the larger group of 48 schools. Table 5 summarizes the data presented in the charts in a manner that enables us to create a larger story vis-à-vis the educational strategy pursued by each group vis-à-vis Judaism and Israel in their schools. A “+” indicates that the group at least 10% points above the mean for all 48 schools. A “0” means that the group is within 10% points of the mean, and a “-“ indicates that the group is at least 10% points below the mean.

Schools that encourage their students to attend activities and events that support Aliya Reading the + signs in table 5 we learn the symbolic environment in Aliya schools is more likely when compared to the average RAVSAK school to include mention of Israel in the school mission statement, a flag in public places and in front of the school, and a map of Israel in public places. However, Aliya schools are no more likely than other schools to have a flag in every classroom and are, perhaps surprisingly, less likely to sing Hatikvah on a daily basis and have a map of Israel hanging in every classroom. In terms of informal educational activities and events, the Aliya schools are more likely to encourage their students to participate in 13 of the 17 activities and events listed in the survey and on the others they were no different from the average of the others schools. In the area of formal education, the Aliya schools are more likely to regard as important, teaching World Jewish history, Israel-Diaspora Relations, American Jewish History, Israel in Jewish Sources, Mishnah, Central Issues in Israeli Society and Gemara.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 14 of 51

Chart 5: Comparison of Symbolic Presence of Israel: All Schools, For schools that encourage People to People programs, For schools that encourage Aliyah, and for schools that are do not encourage People to People programs.

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To what extent does your school encourage students to participate in each of the following events or activities at school?

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Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 16 of 51 Chart 7: In your opinion, how much importance should a Jewish community school attach to each of the following subjects:

4.0 4.0 4.0 3.9 3.9 3.9 3.9 3.8 3.8 3.8 3.8 3.7 3.7 3.7 3.7 3.7 3.6 3.6 3.6 3.6 3.6 3.6 3.5 3.5 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.3 3.4 3.3 3.3 3.3 3.3 3.2 3.2 3.2 3.2 3.2 3.2 All 3.1 3.1 P2P+ 3.0 3.0 3.0 3.0 P2P - 2.9 2.9 Aliyah 2.9 2.8 2.8 2.8 2.7 2.7 2.6 2.6 2.6 2.5 2.4 2.4

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*Average answer on scale of 1 to 4. Possible Answers: “not important at all” (score = 1), “somewhat important” (score = 2), “important” (score = 3) and “very important” (score = 4). Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 17 of 51 Table 5: Comparison of Aliya, P2P+ and P2P- Schools Question Aliya P2P+ P2P- All Schools Symbolic Environment of School Israel mentioned in mission statement + + - 0 Israel Flag + 0 0 0 Flag in Every Classroom 0 0 - 0 Flag in Public Places + 0 0 0 Flag in Front of School + + - 0 Map in Every Classroom - 0 - 0 Map in Public Places + + 0 0 Hatikvah Daily - 0 - 0 Hatikvah Weekly + 0 0 0 Hatikva not on regular basis + 0 0 0 Informal Education Daily Prayer + 0 + 0 Participate in Communal Events + + 0 0 Yom HaZikoron Ceremony + + - 0 Donations to Israel 0 + - 0 TuBeshvat Tree Planting + + - 0 Connection to Israel School + + - 0 Connection to Israeli Youth + + - 0 Yom Yerushalayim + + - 0 Terror Victims Ceremony + + - 0 Donate to Terror Victims + + - 0 Israel Day Parade + + - 0 Shavuot Learning + 0 0 0 Aliyah + 0 0 0 Demonstrate for Israel + + 0 0 Formal Education Ideal World Jewish History + 0 0 0 Israel-Diaspora Relations + + 0 0 American Jewish History + 0 0 0 Geography of State of Israel 0 + - 0 Israel in Jewish Sources + 0 0 0 Central Issues in American/Canadian Society 0 0 + 0 Mishnah + 0 0 0 Central Issues in Israeli Society + + 0 0 Gemara + 0 0 0 *Symbols: + indicates 10% above mean, 0 indicates within 10% of mean, - indicates at least 10% below mean. Items on which there was no difference between the the groups from the mean are not included in the table.

Schools that encourage their students to participate in P2P activities and events. P2P+ schools are more likely than the average RAVSAK school to include Israel in their mission statement, fly an Israel flag in front of the school building and hang a map of Israel in public places. In terms of informal education, the schools are somewhat less active than the Aliyah schools, but not by much, encouraging their students to participate in 11 out of the possible 17 activities and events listed in the survey. In formal education the schools are more likely than the average RAVSAK school to view as important the teaching of Israel- Diaspora relations, geography of the State of Israel and general issues in Israeli society.

Table 6: Summation of Stragies to Israel Engagement Group Strategy Description Aliya Traditionalist Traditionalist orientation to religion. Aliya schools are more likely to encourage students to participate in daily prayer, Shavuot learning and the study of Mishna and Gemara than other RAVSAK schools. Aliya schools are also more likely to view the study of Israel through classic Jewish sources as well as in contemporary issues having to do with Israel-Diaspora relations and Israeli society. Aliya schools also more likely to regard as important the study of World and American Jewish history and to engagement with Israel in most informal educational opportunities. Aliya schools are also more likely that the average RAVSAK school to fly the Israeli flag outside of the school building. P2P+ Cultural P2P+ schools are similar in many respects to the Aliya schools, with the major difference being their relative lack of interest in religion, American and World history and the fact that they are more likely to encourage their students to participate in P2P programs. P2P- Liberal The only areas in which P2P- minus schools stand out from the average School, is a Religious positive sense, is that they are more likely encourage their students to participate in daily prayer, and they are more likely to regard the study of contemporary social issues in American society as important. On all Israel symbols, activities and subjects they are either the same or less than the average score of all Ravsak schools.

Schools that do not sponsor P2P events The analysis of the data for P2P- schools shows a very clear profile. In the symbolic environment of their schools, none of the schools have an Israeli flag lying in front of their buildings, they are also less likely to have Israel mentioned in their mission statements, less likely to have a flag or map in every classroom or sing Hatikvah on a daily basis. They are less likely to encourage their students to participate in nine of 17 informal educational activities. The only activity that they are more likely to encourage their students to participate in is daily prayer. Among formal education subjects, the P2P- schools are close to the RAVSAK average on all subjects, with the exception of Geography of Israel which they regard as less important than other schools, and Central Issues in American and Canadian society which they regard as more important.

VII. Three Distinct Educational Strategies The analysis of the three groups of RAVSAK schools clearly shows the significance of the social/symbol distinction made earlier in this paper. There is a significant difference between schools that do encourage social engagement with Israel (P2P+ and Aliya schools) as opposed to those that remain at the level of symbolic engagement (P2P- schools). There are also significant differences between the educational environments of P2P+ and Aliya schools. Table 6 sums up the differences between the three strategies. We learn that Aliya and P2P+ schools are similar in many ways. They tend excel in most areas of symbolic and social engagement with Jewish culture and society, whether it be Israel or other subjects. The major difference being that the Aliya schools are oriented to a traditionalist conception religion in both the informal and formal curriculum, while the P2P+ schools show no special interest in religious activities and learning whatsoever.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 19 of 51 While it is risky based on the data available, it nevertheless seems highly plausible to to state that the P2P- schools show a profile that is stereotypically similar to profile of liberal American Jewish religious institutions. The P2P- school stresses the importance of daily prayer and the study of contemporary social issues in American and Canadian society (i.e. Tikkun Olam). Likewise, stereotypically similar to the liberal religious profile is a relative lack of engagement with Israel and particularistic public expressions of Jewishness. Thus we see that the P2P- schools are less likely to emphasize the particularly Jewish nature of the school along almost all the measures used by this study. In particular, we saw that P2P- schools are the only one of the three groups to have no schools flying Israeli flags outside of their school buildings. P2P- schools are also less likely to have flags and maps in every classroom, sing Hatikvah daily, mention Israel in their mission statement or encourage informal educational activities having to do with Israel.

VIII. What is the Ideal? Raising Social Engagement with Israel! We learn from the above discussion that RAVSAK schools all have a fairly high level of symbolic attachment to Israel. They all fly flags, hang maps, sing Hatikvah and many also make explicit mention of Israel in their mission statements. All celebrate Israel’s Independence Day and encourage students to participate in many activities and events having to with Israel and all think its important to study Hebrew and Israeli history. This alone is a positive finding. As discussed in the introduction to this paper, “Jewish transcendence” depends on a symbolic environment that enables individuals to identify one and other as Jews and to identify with other Jews the world over. It is heartening to see Israel symbols playing such a large part in the defining the Jewishness of RAVSAK schools. However, this very rosy picture of Israel engagement is among the majority of RAVSAK schools limited to, what is described above as a symbolic attachment to Israel. The link to Israel is a means to define the school as a Jewish institution and create a sense of “Jewish transcendence” in that the students in the school will feel that they are part of the larger Jewish People. In the case of the 7 Aliya and 18 P2P+ schools, we see institutions that go beyond symbolic engagement with Israel and each in their own way encourages their students to socially engage with Israelis and Israeli society. When we compare the Aliya and P2P+ schools one side, to the P2P- schools on the other side, we learn that the commitment to engage socially with Israel corresponds with a higher commitment in the wider educational environment to symbols, activities and subjects having to do with Jewishness in general and Israel in particular. This was the case, both in

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 20 of 51 Chart 8: Attachment of Respondents to Israel

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0 Do you agree with this statement: Israel is Israel is a dangerous place to visit American Jews are critical to Israel’s critical to sustaining American Jewish life (disagree strongly) survival (agree stongly) (agree strongly)

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 22 of 51 terms of the in-school experience and in terms of the schools presentation of self to the outside world. Why one school is different from the other, likely has to do with many factors, that are beyond the control of the Jewish Studies Coordinators and Heads of Schools who filled out this survey. We know this, because in chart 8 we see respondents share a multidimensional

Chart 10: Satisfication with emphasis placed on education about Israel. 100 100

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In general, are you satisfied with the emphasis placed on education about Israel in your school?

*Possible answers included, “very unsatisfied,” “unsatisfied,” “satisfied,” “very satisfied”. The latter two answers are presented in this table. engagement with Israel in their personal lives. With the exception of two questions, the level of Israel attachment does not shift significantly for the respondents from the Aliya, P2P+ and P2P- schools. Thus, the significance difference between the Aliya and P2P+ schools on one side, and the P2P- schools cannot be attributed to the lack of Israel engagement of the Jewish Study coordinators. In the case of the P2P- schools, the Jewish Studies coordinators and in some cases the Head of School is socially engaged with Israel, it is the school that remains at the level of symbolic engagement. That the Aliya and P2P+ schools’ Israel engagement strategy is closer to the life experience of the Jewish Studies Coordinators than in the P2P- schools is reflected in the answer that the P2P- faculty give to the question: “are you satisfied with the emphasis placed on education about Israel in your school?” We see in chart 10 that the P2P- respondents are 10% and 21% less satisfied than their peers in the P2P+ and Aliya schools regarding the state of Israel education in their institutions. However, we should note, that the respondents from P2P- schools do have a perception of the role of Israel vis-à-vis American Jewry that bears a stronger resemblance to the ethos of the schools in which they work. As shown in chart 9, the P2P- educators express a greater sense of distance from Israel than their peers. Whereas the 85% of Aliya and 61% of P2P+ respondents agreed strongly with the statement that “American Jews are critical to Israel’s survival”, only 47% of the P2P- responded the same way. Only 13% of the P2P- respondents “disagreed strongly” with the statement that “Israel is a dangerous place to visit” in comparison with 42% of the Aliya and 50% of the P2P+ respondents.

IX. Recommendations The goal of this research project was to outline possible goals for increasing the level of Israel engagement in RAVSAK schools. With this goal in mind we distinguished between two types of Israel engagement - symbolic and social. We noted that all of the schools participating in this survey are engaged with Israel at the level of symbolism. We also noted that symbolic engagement is important and alone is an accomplishment to be proud of. However, there are 22 schools out of the 48 RAVSAK schools participating in this survey that go beyond the level of symbolic engagement and encourage their students to socially engage with Israelis and Israeli society. Of these 22 schools we saw a minority pursue the path of encouraging Aliya, and a majority encouraging their students to participate in People to People programming. While the data afforded to us from the survey does not allow us to gauge the depth of these programs, we assume that their goal is to create concrete and ongoing social relationships between the students and Israel and Israelis. We also saw that the commitment to a strategy of social engagement with Israel corresponds with a wider educational ethos in the school that includes increased symbolic, informal and formal educational activity along many measures of Jewish culture and religion, including Israel. Thus it is clear that to go from a strategy of symbolic to social engagement with Israel requires thought into what occurs in the larger educational environment in the school. What exactly needs to occur is beyond the scope of this research project. We can only recommend that institutions that wish to move from a symbolic to social engagement with Israel, first discuss the goals they wish to achieve. What type of engagement with Israel does a school wish to promote – a primarily symbolic orientation or social engagement along the lines of Aliya, People to People or something else? What then needs to change in terms of the Israel symbols that the schools promotes, the informal educational activities it encourages its students to participate in, the subjects taught and professional education opportunities offered

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 24 of 51 to faculty? These question must be raised at the level of policy discussion within schools and among educators in the RAVSAK network and of course should be pursued in further research aimed at understanding the implementation of Israel engagement in Jewish institutions.4

4 Initial research and policy discussion is taking place. The scope of this project does not include a review of this literature, however a list of recommended readings are included in Appendix B of this paper.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 25 of 51 X. Appendix A: Questions and Answers

Respondents 48

We are turning to you to help us understand the way "Israel" and "Judaism" are tackled in our schools. The results of this survey will serve as the basis for discussion about educational policy and the provision of resources and services. We hope to include you in this discussion and to this end will send you the survey results by e-mail in the near future.

Thank you for participating!

Israel in Your School

For each of the following questions, please select the appropriate answer. In your opinion, how much importance should a Jewish community school attach to each of the following subjects: 1 . Tanakh Responses BTR XNA Not important at all 0 0% 0% Somewhat important 0 0% 0% Important 7 14.58% 14.89% Very important 40 83.33% 85.11% No Answer 1 2.08% Total Rating

Rating: 3.85 of 4 | Very important 2 . Mishna Responses BTR XNA Not important at all 0 0% 0% Somewhat important 19 39.58% 40.43% Important 19 39.58% 40.43% Very important 9 18.75% 19.15% No Answer 1 2.08% Total Rating

Rating: 2.79 of 4 | Important 3 . Gemara Responses BTR XNA Not important at all 2 4.17% 4.26% Somewhat important 22 45.83% 46.81% Important 16 33.33% 34.04% Very important 7 14.58% 14.89% No Answer 1 2.08% Total Rating

Rating: 2.6 of 4 | Important

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 26 of 51

4 . Prayer Responses BTR XNA Not important at all 0 0% 0% Somewhat important 1 2.08% 2.13% Important 11 22.92% 23.4% Very important 35 72.92% 74.47% No Answer 1 2.08% Total Rating

Rating: 3.72 of 4 | Very important 5 . World Jewish history Responses BTR XNA Not important at all 0 0% 0% Somewhat important 3 6.25% 6.38% Important 18 37.5% 38.3% Very important 26 54.17% 55.32% No Answer 1 2.08% Total Rating

Rating: 3.49 of 4 | Important 6 . American Jewish history Responses BTR XNA Not important at all 0 0% 0% Somewhat important 6 12.5% 12.77% Important 20 41.67% 42.55% Very important 21 43.75% 44.68% No Answer 1 2.08% Total Rating

Rating: 3.32 of 4 | Important 7 . The history of the State of Israel Responses BTR XNA Not important at all 0 0% 0% Somewhat important 1 2.08% 2.13% Important 7 14.58% 14.89% Very important 39 81.25% 82.98% No Answer 1 2.08% Total Rating

Rating: 3.81 of 4 | Very important 8 . The Holocaust Responses BTR XNA Not important at all 0 0% 0% Somewhat important 3 6.25% 6.52% Important 16 33.33% 34.78% Very important 27 56.25% 58.7% No Answer 2 4.17% Total Rating

Rating: 3.52 of 4 | Very important 9 . The geography of the State of Israel Responses BTR XNA Not important at all 0 0% 0% Somewhat important 4 8.33% 8.51% Important 25 52.08% 53.19% Very important 18 37.5% 38.3% No Answer 1 2.08% Total Rating

Rating: 3.3 of 4 | Important

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 27 of 51 10 . Hebrew literature Responses BTR XNA Not important at all 1 2.08% 2.13% Somewhat important 11 22.92% 23.4% Important 20 41.67% 42.55% Very important 15 31.25% 31.91% No Answer 1 2.08% Total Rating

Rating: 3.04 of 4 | Important 11 . Israeli culture (art, literature, dance etc.) Responses BTR XNA Not important at all 1 2.08% 2.17% Somewhat important 5 10.42% 10.87% Important 16 33.33% 34.78% Very important 24 50% 52.17% No Answer 2 4.17% Total Rating

Rating: 3.37 of 4 | Important 12 . Israel-Diaspora relations Responses BTR XNA Not important at all 1 2.08% 2.13% Somewhat important 6 12.5% 12.77% Important 16 33.33% 34.04% Very important 24 50% 51.06% No Answer 1 2.08% Total Rating

Rating: 3.34 of 4 | Important 13 . Israel in Jewish sources Responses BTR XNA Not important at all 0 0% 0% Somewhat important 9 18.75% 19.15% Important 19 39.58% 40.43% Very important 19 39.58% 40.43% No Answer 1 2.08% Total Rating

Rating: 3.21 of 4 | Important 14 . The current conflict between Israel and the Palestinians Responses BTR XNA Not important at all 0 0% 0% Somewhat important 9 18.75% 19.15% Important 20 41.67% 42.55% Very important 18 37.5% 38.3% No Answer 1 2.08% Total Rating

Rating: 3.19 of 4 | Important

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 28 of 51

15 . Central social issues in the American or Canadian Jewish Responses BTR XNA community today Not important 1 2.08% 2.13% at all Somewhat 16 33.33% 34.04% important Important 19 39.58% 40.43% Very 11 22.92% 23.4% important No 1 2.08% Answer Total

Rating Rating: 2.85 of 4 | Important 16 . Central social issues in Israeli society today Responses BTR XNA Not important at all 1 2.08% 2.22% Somewhat important 19 39.58% 42.22% Important 20 41.67% 44.44% Very important 5 10.42% 11.11% No Answer 3 6.25% Total Rating

Rating: 2.64 of 4 | Important 17 . Hebrew language Responses BTR XNA Not important at all 0 0% 0% Somewhat important 0 0% 0% Important 2 4.17% 4.26% Very important 45 93.75% 95.74% No Answer 1 2.08% Total Rating

Rating: 3.96 of 4 | Very important In the previous question we asked about the ideal position of each subject in a communities school’s curriculum. What in fact is the actual importance of each of the following subjects within your school’s curriculum? 18 . Tanakh Responses BTR XNA Not important at all 0 0% 0% Somewhat important 2 4.17% 4.44% Important 9 18.75% 20% Very important 34 70.83% 75.56% No Answer 3 6.25% Total Rating

Rating: 3.71 of 4 | Very important 19 . Mishna Responses BTR XNA Not important at all 12 25% 26.67% Somewhat important 18 37.5% 40% Important 11 22.92% 24.44% Very important 4 8.33% 8.89% No Answer 3 6.25% Total Rating

Rating: 2.16 of 4 | Somewhat important

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 29 of 51

20 . Gemara Responses BTR XNA Not important at all 21 43.75% 46.67% Somewhat important 16 33.33% 35.56% Important 6 12.5% 13.33% Very important 2 4.17% 4.44% No Answer 3 6.25% Total Rating

Rating: 1.76 of 4 | Somewhat important 21 . Prayer Responses BTR XNA Not important at all 0 0% 0% Somewhat important 2 4.17% 4.35% Important 12 25% 26.09% Very important 32 66.67% 69.57% No Answer 2 4.17% Total Rating

Rating: 3.65 of 4 | Very important 22 . World Jewish history Responses BTR XNA Not important at all 1 2.08% 2.17% Somewhat important 18 37.5% 39.13% Important 14 29.17% 30.43% Very important 13 27.08% 28.26% No Answer 2 4.17% Total Rating

Rating: 2.85 of 4 | Important 23 . American Jewish history Responses BTR XNA Not important at all 3 6.25% 6.52% Somewhat important 16 33.33% 34.78% Important 21 43.75% 45.65% Very important 6 12.5% 13.04% No Answer 2 4.17% Total Rating

Rating: 2.65 of 4 | Important 24 . The Holocaust Responses BTR XNA Not important at all 2 4.17% 4.55% Somewhat important 5 10.42% 11.36% Important 17 35.42% 38.64% Very important 20 41.67% 45.45% No Answer 4 8.33% Total Rating

Rating: 3.25 of 4 | Important 25 . The history of the State of Israel Responses BTR XNA Not important at all 0 0% 0% Somewhat important 6 12.5% 13.33% Important 17 35.42% 37.78% Very important 22 45.83% 48.89% No Answer 3 6.25% Total Rating

Rating: 3.36 of 4 | Important

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 30 of 51 26 . The geography of the State of Israel Responses BTR XNA Not important at all 0 0% 0% Somewhat important 14 29.17% 30.43% Important 23 47.92% 50% Very important 9 18.75% 19.57% No Answer 2 4.17% Total Rating

Rating: 2.89 of 4 | Important 27 . Hebrew literature Responses BTR XNA Not important at all 7 14.58% 15.56% Somewhat important 8 16.67% 17.78% Important 20 41.67% 44.44% Very important 10 20.83% 22.22% No Answer 3 6.25% Total Rating

Rating: 2.73 of 4 | Important 28 . Israeli culture (art, literature, dance etc.) Responses BTR XNA Not important at all 2 4.17% 4.44% Somewhat important 11 22.92% 24.44% Important 18 37.5% 40% Very important 14 29.17% 31.11% No Answer 3 6.25% Total Rating

Rating: 2.98 of 4 | Important 29 . Israel-Diaspora relations Responses BTR XNA Not important at all 4 8.33% 9.09% Somewhat important 17 35.42% 38.64% Important 12 25% 27.27% Very important 11 22.92% 25% No Answer 4 8.33% Total Rating

Rating: 2.68 of 4 | Important 30 . Israel in Jewish sources Responses BTR XNA Not important at all 5 10.42% 11.11% Somewhat important 20 41.67% 44.44% Important 15 31.25% 33.33% Very important 5 10.42% 11.11% No Answer 3 6.25% Total Rating

Rating: 2.44 of 4 | Somewhat important 31 . The current conflict between Israel and the Palestinians Responses BTR XNA Not important at all 7 14.58% 15.56% Somewhat important 18 37.5% 40% Important 9 18.75% 20% Very important 11 22.92% 24.44% No Answer 3 6.25% Total Rating

Rating: 2.53 of 4 | Important

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32 . Central social issues in the American or Canadian Jewish Responses BTR XNA community today Not important 12 25% 26.09% at all Somewhat 20 41.67% 43.48% important Important 11 22.92% 23.91% Very 3 6.25% 6.52% important No 2 4.17% Answer Total

Rating Rating: 2.11 of 4 | Somewhat important 33 . Central social issues in Israeli society today Responses BTR XNA Not important at all 13 27.08% 28.26% Somewhat important 18 37.5% 39.13% Important 13 27.08% 28.26% Very important 2 4.17% 4.35% No Answer 2 4.17% Total Rating

Rating: 2.09 of 4 | Somewhat important 34 . Hebrew language Responses BTR XNA Not important at all 0 0% 0% Somewhat important 0 0% 0% Important 6 12.5% 13.33% Very important 39 81.25% 86.67% No Answer 3 6.25% Total Rating

Rating: 3.87 of 4 | Very important In which grades are each of the following subjects taught in your school? 35 . Tanakh Responses BTR XNA K 25 52.08% 53.19% 1-3 39 81.25% 82.98% 4-5 41 85.42% 87.23% 6-8 33 68.75% 70.21% 9 12 25% 25.53% 10-12 10 20.83% 21.28% We do not teach this 3 6.25% 6.38% subject in our school No Answer 1 2.08% 36 . Mishna Responses BTR XNA K 0 0% 0% 1-3 0 0% 0% 4-5 5 10.42% 11.36% 6-8 20 41.67% 45.45% 9 10 20.83% 22.73% 10-12 7 14.58% 15.91% We do not teach this 14 29.17% 31.82% subject in our school

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 32 of 51 No Answer 4 8.33% 37 . Gemara Responses BTR XNA K 0 0% 0% 1-3 0 0% 0% 4-5 1 2.08% 2.22% 6-8 9 18.75% 20% 9 7 14.58% 15.56% 10-12 8 16.67% 17.78% We do not teach this 27 56.25% 60% subject in our school No Answer 3 6.25% 38 . Prayer Responses BTR XNA K 39 81.25% 82.98% 1-3 40 83.33% 85.11% 4-5 40 83.33% 85.11% 6-8 32 66.67% 68.09% 9 13 27.08% 27.66% 10-12 9 18.75% 19.15% We do not teach this 3 6.25% 6.38% subject in our school No Answer 1 2.08% 39 . World Jewish history Responses BTR XNA K 1 2.08% 2.17% 1-3 3 6.25% 6.52% 4-5 21 43.75% 45.65% 6-8 28 58.33% 60.87% 9 8 16.67% 17.39% 10-12 10 20.83% 21.74% We do not teach this 4 8.33% 8.7% subject in our school No Answer 2 4.17% 40 . American Jewish history Responses BTR XNA K 0 0% 0% 1-3 3 6.25% 6.52% 4-5 18 37.5% 39.13% 6-8 25 52.08% 54.35% 9 5 10.42% 10.87% 10-12 7 14.58% 15.22% We do not teach this 7 14.58% 15.22% subject in our school No Answer 2 4.17% 41 . The history of the State of Israel Responses BTR XNA K 7 14.58% 15.22% 1-3 15 31.25% 32.61% 4-5 28 58.33% 60.87% 6-8 29 60.42% 63.04% 9 8 16.67% 17.39% 10-12 9 18.75% 19.57% We do not teach this 3 6.25% 6.52% subject in our school

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 33 of 51 No Answer 2 4.17% 42 . The Holocaust Responses BTR XNA K 4 8.33% 8.51% 1-3 8 16.67% 17.02% 4-5 23 47.92% 48.94% 6-8 27 56.25% 57.45% 9 6 12.5% 12.77% 10-12 10 20.83% 21.28% We do not teach this 4 8.33% 8.51% subject in our school No Answer 1 2.08% 43 . The geography of the State of Israel Responses BTR XNA K 11 22.92% 24.44% 1-3 23 47.92% 51.11% 4-5 30 62.5% 66.67% 6-8 26 54.17% 57.78% 9 9 18.75% 20% 10-12 6 12.5% 13.33% We do not teach this 2 4.17% 4.44% subject in our school No Answer 3 6.25% 44 . Hebrew literature Responses BTR XNA K 5 10.42% 10.64% 1-3 15 31.25% 31.91% 4-5 21 43.75% 44.68% 6-8 24 50% 51.06% 9 7 14.58% 14.89% 10-12 10 20.83% 21.28% We do not teach this 9 18.75% 19.15% subject in our school No Answer 1 2.08% 45 . Israeli culture (art, literature, dance etc.) Responses BTR XNA K 27 56.25% 57.45% 1-3 31 64.58% 65.96% 4-5 34 70.83% 72.34% 6-8 29 60.42% 61.7% 9 9 18.75% 19.15% 10-12 8 16.67% 17.02% We do not teach this 5 10.42% 10.64% subject in our school No Answer 1 2.08%

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46 . Israel-Diaspora relations Responses BTR XNA K 5 10.42% 11.36% 1-3 5 10.42% 11.36% 4-5 12 25% 27.27% 6-8 20 41.67% 45.45% 9 4 8.33% 9.09% 10-12 8 16.67% 18.18% We do not teach this 13 27.08% 29.55% subject in our school No Answer 4 8.33% 47 . Israel in Jewish sources Responses BTR XNA K 4 8.33% 9.09% 1-3 6 12.5% 13.64% 4-5 15 31.25% 34.09% 6-8 21 43.75% 47.73% 9 10 20.83% 22.73% 10-12 9 18.75% 20.45% We do not teach this 14 29.17% 31.82% subject in our school No Answer 4 8.33% 48 . The current conflict between Israel and the Palestinians Responses BTR XNA K 0 0% 0% 1-3 1 2.08% 2.22% 4-5 13 27.08% 28.89% 6-8 24 50% 53.33% 9 9 18.75% 20% 10-12 9 18.75% 20% We do not teach this 12 25% 26.67% subject in our school No Answer 3 6.25% 49 . Central social issues in the American or Canadian Jewish Responses BTR XNA Community today K 1 2.08% 2.22% 1-3 2 4.17% 4.44% 4-5 8 16.67% 17.78% 6-8 16 33.33% 35.56% 9 6 12.5% 13.33% 10-12 5 10.42% 11.11% We do not teach this 20 41.67% 44.44% subject in our school No Answer 3 6.25%

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50 . Central social issues in Israeli society today Responses BTR XNA K 0 0% 0% 1-3 1 2.08% 2.17% 4-5 8 16.67% 17.39% 6-8 14 29.17% 30.43% 9 8 16.67% 17.39% 10-12 7 14.58% 15.22% We do not teach this 19 39.58% 41.3% subject in our school No Answer 2 4.17% 51 . Hebrew language Responses BTR XNA K 38 79.17% 80.85% 1-3 42 87.5% 89.36% 4-5 41 85.42% 87.23% 6-8 33 68.75% 70.21% 9 13 27.08% 27.66% 10-12 11 22.92% 23.4% We do not teach this 3 6.25% 6.38% subject in our school No Answer 1 2.08% To what extent does your school encourage students to participate in each of the following events or activities at school? 52 . Events sponsored by your local Jewish community Responses BTR XNA Not at all 1 2.08% 2.13% Somewhat 10 20.83% 21.28% To a great extent 35 72.92% 74.47% Did not take place 1 2.08% 2.13% No Answer 1 2.08% 53 . Shavuot Learning Responses BTR XNA Not at all 10 20.83% 21.28% Somewhat 23 47.92% 48.94% To a great extent 9 18.75% 19.15% Did not take place 5 10.42% 10.64% No Answer 1 2.08% 54 . Daily prayer Responses BTR XNA Not at all 1 2.08% 2.13% Somewhat 10 20.83% 21.28% To a great extent 35 72.92% 74.47% Did not take place 1 2.08% 2.13% No Answer 1 2.08% 55 . A commemoration ceremony in honor of victims of terror in Responses BTR XNA Israel Not at all 5 10.42% 10.87% Somewhat 19 39.58% 41.3% To a great extent 16 33.33% 34.78% Did not take place 6 12.5% 13.04% No Answer 2 4.17%

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56 . Yom Hazikaron - memorial ceremony for the IDF soldiers who Responses BTR XNA have fallen in battle Not at all 2 4.17% 4.26% Somewhat 11 22.92% 23.4% To a great 33 68.75% 70.21% extent Did not 1 2.08% 2.13% take place No 1 2.08% Answer 57 . Yom Haatzmaut - Israel Independence Day ceremony Responses BTR XNA Not at all 0 0% 0% Somewhat 0 0% 0% To a great extent 47 97.92% 100%

Did not take place 0 0% 0% No Answer 1 2.08% 58 . Organizing/participating in an Israel Day Parade Responses BTR XNA Not at all 7 14.58% 15.91% Somewhat 5 10.42% 11.36% To a great extent 13 27.08% 29.55% Did not take place 19 39.58% 43.18% No Answer 4 8.33% 59 . A ceremony on Holocaust Remembrance Day Responses BTR XNA Not at all 1 2.08% 2.17% Somewhat 8 16.67% 17.39% To a great extent 36 75% 78.26% Did not take place 1 2.08% 2.17% No Answer 2 4.17% 60 . A ceremony in honor of Yom Yerushalayim (Jerusalem Day) Responses BTR XNA Not at all 7 14.58% 14.89% Somewhat 16 33.33% 34.04% To a great extent 17 35.42% 36.17% Did not take place 7 14.58% 14.89% No Answer 1 2.08% 61 . A Holocaust Remembrance Ceremony Responses BTR XNA Not at all 2 4.17% 4.35% Somewhat 6 12.5% 13.04% To a great extent 36 75% 78.26% Did not take place 2 4.17% 4.35% No Answer 2 4.17% 62 . A Tu Beshvat seder Responses BTR XNA Not at all 0 0% 0% Somewhat 13 27.08% 28.26% To a great extent 30 62.5% 65.22% Did not take place 3 6.25% 6.52% No Answer 2 4.17%

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63 . Planting trees in Israel on TuBeshvat Responses BTR XNA Not at all 0 0% 0% Somewhat 14 29.17% 31.11% To a great extent 29 60.42% 64.44% Did not take place 2 4.17% 4.44% No Answer 3 6.25% 64 . Donations for families of terror victims in Israel Responses BTR XNA Not at all 5 10.42% 10.87% Somewhat 23 47.92% 50% To a great extent 15 31.25% 32.61% Did not take place 3 6.25% 6.52% No Answer 2 4.17% 65 . Donations to Israel in general Responses BTR XNA Not at all 2 4.17% 4.26% Somewhat 10 20.83% 21.28% To a great extent 33 68.75% 70.21% Did not take place 2 4.17% 4.26% No Answer 1 2.08% 66 . Having a connection with an Israeli School Responses BTR XNA Not at all 5 10.42% 10.87% Somewhat 13 27.08% 28.26% To a great extent 22 45.83% 47.83% Did not take place 6 12.5% 13.04% No Answer 2 4.17% 67 . Having connection with Israeli youth Responses BTR XNA Not at all 6 12.5% 13.95% Somewhat 14 29.17% 32.56% To a great extent 20 41.67% 46.51% Did not take place 3 6.25% 6.98% No Answer 5 10.42% 68 . Demonstrations supporting Israel Responses BTR XNA Not at all 6 12.5% 13.04% Somewhat 14 29.17% 30.43% To a great extent 17 35.42% 36.96% Did not take place 9 18.75% 19.57% No Answer 2 4.17% 69 . Supporting Aliya to Israel Responses BTR XNA Not at all 12 25% 25.53% Somewhat 18 37.5% 38.3% To a great extent 7 14.58% 14.89% Did not take place 10 20.83% 21.28% No Answer 1 2.08%

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70 . Is Israel explicitly mentioned in your school’s written vision Responses BTR XNA and/or mission statement? No 14 29.17% 30.43% Yes 32 66.67% 69.57% There is no written vision or 0 0% 0% statement No Answer 2 4.17% 71 . Does an Israeli flag(s) hang in your school? Responses BTR XNA No 4 8.33% 8.51% Yes 43 89.58% 91.49% No Answer 1 2.08% 72 . If Yes: In which of the following areas are flags hanging in your Responses BTR XNA school? In every classroom 31 64.58% 73.81% In classrooms in which 8 16.67% 19.05% Judaic studies are taught In public areas such as 26 54.17% 61.9% the auditorium or lobby In front of the school 12 25% 28.57% building No Answer 6 12.5% 73 . Is there a map(s) of Israel hanging in your your school? Responses BTR XNA No 2 4.17% 4.26% Yes 45 93.75% 95.74% No Answer 1 2.08% 74 . If Yes: In which of the following places are maps of Israel found Responses BTR XNA in your school? In every classroom 14 29.17% 31.11% In classrooms in which 31 64.58% 68.89% Judaic studies are taught In public areas such as 8 16.67% 17.78% the auditorium or lobby In front of the school 3 6.25% 6.67% building No Answer 3 6.25% 75 . Are there occasions in which students in your school sing the Responses BTR XNA Israeli national anthem Hatikvah? No 0 0% 0% Yes 47 97.92% 100% No 1 2.08% Answer 76 . If Yes: When do students in your school sing Hatikvah? Responses BTR XNA Daily 21 43.75% 44.68% Weekly 9 18.75% 19.15% At all school wide 18 37.5% 38.3% assemblies or programs At school wide assemblies that 18 37.5% 38.3% specifically relate to Israel (ie. Israel

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 39 of 51 Independence Day) Our students sing Hatikvah, but not on a 7 14.58% 14.89% regular basis No Answer 1 2.08% 77 . Some North American Jewish institutions have created Responses BTR XNA partnership projects with Israeli institutions. Is your school involved in a partnership project with an Israeli institution (e.g., with an Israeli gan)? No 15 31.25% 31.91% Yes 27 56.25% 57.45% Not 5 10.42% 10.64% sure No 1 2.08% Answer 78 . If Yes: Please select each project (s) in which your school is Responses BTR XNA involved: People to people 2 4.17% 6.67% Mifgashim 1 2.08% 3.33% Building a Jewish world 2 4.17% 6.67% E-academic learning 2 4.17% 6.67% Contact center - video 0 0% 0% conference Students, class trip to 7 14.58% 23.33% Israel Penpals in Israel 7 14.58% 23.33% Israeli sister school 5 10.42% 16.67% Other (please specify) 4 8.33% 13.33% No Answer 18 37.5% Comments We recently started an eighth grade trip to Israel and our students will hopefully start an email relationship with our sister city in Kiryat Malachi. Partnership 2000 mifgash with students in Kiryat Gat our P2K city - 8th graders come to our school for one week. This is coordinated by our Federation. Our high school is in partnership (P2K) with the Danziger school in Kiriat shemona and each year we have a delegation coming and we send one to israel. One campus piloted a partnership project "Israeli sister school" but not our campus. shd=2 shd=4 We are working with our Federation to link with a school in Hadera for the children and staff to learn from each other. We hope to do a seder together via video conference. Students/teachers involved with Education Bridge project of Partnership 2000 (JAFI). For the past 3 years our school does a parent mission trip to Israel. We also have a sister community is Sha''ar Hanegev (and Segev Shalom, a beouin community). We also do teacher exchanges every year with the teachers from both communites. Students do penpal writing. We have also had an ongoing relationship with Yad L''Kashish for tzedakah projects. While I did not answer questions related to our 6-8th grade-- they also do a 12th grade senior trip to Israel. The junior class spends three months at AMHSI. The project are: Students class trip to Israel, Penpals in Israel, Israeli sister school. 79 . Have you personally participated in any professional Responses BTR XNA development opportunities regarding Israel? No 10 20.83% 21.28% Yes 37 77.08% 78.72%

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 40 of 51 No 1 2.08% Answer 80 . If Yes: Did your participation include a trip to Israel? Responses BTR XNA No 11 22.92% 27.5% Yes 29 60.42% 72.5% No Answer 8 16.67% 81 . Would you be interested in professional development Responses BTR XNA opportunities in Israel? No 3 6.25% 6.38% Yes 44 91.67% 93.62% No 1 2.08% Answer 82 . Would you be interested in professional development Responses BTR XNA opportunities in Israel? No 3 6.25% 6.38% Yes 44 91.67% 93.62% No 1 2.08% Answer 83 . In general, are you satisfied with the emphasis placed on Responses BTR XNA religious studies in your school? Very 0 0% 0% unsatisfied Unsatisfied 6 12.5% 13.04% Satisfied 28 58.33% 60.87% Very 12 25% 26.09% satisfied No 2 4.17% Answer Total

Rating Rating: 3.13 of 4 | Satisfied 84 . In general, are you satisfied with the emphasis placed on Responses BTR XNA religious studies in your school? Very 0 0% 0% unsatisfied Unsatisfied 6 12.5% 13.04% Satisfied 28 58.33% 60.87% Very 12 25% 26.09% satisfied No 2 4.17% Answer Total

Rating Rating: 3.13 of 4 | Satisfied

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85 . In general, are you satisfied with the emphasis placed on Responses BTR XNA education about Israel in your school? Very 1 2.08% 2.17% unsatisfied Unsatisfied 8 16.67% 17.39% Satisfied 26 54.17% 56.52% Very 11 22.92% 23.91% Satisfied No 2 4.17% Answer Total

Rating Rating: 3.02 of 4 | Satisfied

Israel and You 86 . Do you frequently talk about Israel with Jewish friends? Responses BTR XNA No 1 2.08% 2.13% Yes 46 95.83% 97.87% No Answer 1 2.08% 87 . Are you planning on visiting Israel in the next 3 years? Responses BTR XNA No 0 0% 0% Yes 44 91.67% 93.62% Not sure 3 6.25% 6.38% No Answer 1 2.08% 88 . Do you make a special effort to buy Israeli-made products? Responses BTR XNA No 3 6.25% 6.38% Yes 44 91.67% 93.62% No Answer 1 2.08% 89 . Do you closely follow the news about Israel? Responses BTR XNA No 1 2.08% 2.13% Yes 46 95.83% 97.87% No Answer 1 2.08% 90 . Do you closely follow the news about Israel? Responses BTR XNA No 1 2.08% 2.13% Yes 46 95.83% 97.87% No Answer 1 2.08% 91 . Do you frequently talk about Israel with family members? Responses BTR XNA No 4 8.33% 8.51% Yes 43 89.58% 91.49% No Answer 1 2.08% 92 . Do you frequently talk about Israel with family members? Responses BTR XNA No 4 8.33% 8.51% Yes 43 89.58% 91.49% No Answer 1 2.08%

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93 . Have you ever been to Israel? Responses BTR XNA No 1 2.08% 2.13% Yes, once 2 4.17% 4.26% Yes, 2-4 times 7 14.58% 14.89% Yes, more than five 7 14.58% 14.89% times Yes, I live/lived there for an extended 21 43.75% 44.68% period Yes, I was born there 9 18.75% 19.15% No Answer 1 2.08% Total Rating

Rating: 4.53 of 6 | Yes, I live/lived there for an extended period 94 . IF YES: When was your last trip to Israel? Responses BTR XNA More than 10 years ago 1 2.08% 2.22% Six-ten years ago 2 4.17% 4.44% Four-five years ago 5 10.42% 11.11% One-three years ago 11 22.92% 24.44% In the last 12 months 26 54.17% 57.78% No Answer 3 6.25% 95 . Do you often read Israeli newspapers (in English or Hebrew) Responses BTR XNA either directly or on the Internet? No 13 27.08% 28.89% Yes 32 66.67% 71.11% No 3 6.25% Answer 96 . Do you frequently talk about Israel with non-Jewish friends? Responses BTR XNA No 15 31.25% 32.61% Yes 31 64.58% 67.39% No Answer 2 4.17% 97 . Do you have family or close friends living in Israel? Responses BTR XNA No 3 6.25% 6.67% Yes 42 87.5% 93.33% No Answer 3 6.25% 98 . Do you have family or close friends living in Israel? Responses BTR XNA No 3 6.25% 6.67% Yes 42 87.5% 93.33% No Answer 3 6.25% Do you agree with each of the following statements? 99 . American Jews are critical to Israel’s survival Responses BTR XNA Disagree strongly 0 0% 0% Disagree 1 2.08% 2.13% Agree 16 33.33% 34.04% Agree strongly 27 56.25% 57.45% Not sure 3 6.25% 6.38% No Answer 1 2.08%

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100 . Israel is critical to sustaining American Jewish life Responses BTR XNA Disagree strongly 1 2.08% 2.13% Disagree 2 4.17% 4.26% Agree 11 22.92% 23.4% Agree strongly 31 64.58% 65.96% Not sure 2 4.17% 4.26% No Answer 1 2.08% 101 . Israel is a dangerous place to visit Responses BTR XNA Disagree strongly 16 33.33% 34.04% Disagree 25 52.08% 53.19% Agree 3 6.25% 6.38% Agree strongly 0 0% 0% Not sure 3 6.25% 6.38% No Answer 1 2.08% 102 . Israel is a dangerous place to visit Responses BTR XNA Disagree strongly 16 33.33% 34.04% Disagree 25 52.08% 53.19% Agree 3 6.25% 6.38% Agree strongly 0 0% 0% Not sure 3 6.25% 6.38% No Answer 1 2.08%

Your Sense of Being Jewish To what extent do you feel… 103 . Close to other Jews? Responses BTR XNA Not at all 0 0% 0% To some extent 1 2.08% 2.13% To a great extent 46 95.83% 97.87% Not sure 0 0% 0% No Answer 1 2.08% 104 . Close to Israelis? Responses BTR XNA Not at all 0 0% 0% To some extent 9 18.75% 19.57% To a great extent 37 77.08% 80.43% Not sure 0 0% 0% No Answer 2 4.17% 105 . Close to non-Jewish Americans? Responses BTR XNA Not at all 7 14.58% 15.22% To some extent 30 62.5% 65.22% To a great extent 8 16.67% 17.39% Not sure 1 2.08% 2.17% No Answer 2 4.17%

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106 . How important is being Jewish in your life? Responses BTR XNA Not at all important 0 0% 0% Not very important 0 0% 0% Somewhat important 0 0% 0% Very important 46 95.83% 100% No Answer 2 4.17% Total Rating

Rating: 4 of 4 | Very important 107 . How emotionally attached are you to Israel? Responses BTR XNA Not at all attached 0 0% 0% Somewhat attached 1 2.08% 2.17% Attached 4 8.33% 8.7% Very attached 41 85.42% 89.13% No Answer 2 4.17% Total Rating

Rating: 3.87 of 4 | Very attached

Background Details 108 . What is the name of your school? Date 9/21/2004 1. El Paso Jewish Academy 11:53:41 PM 9/22/2004 2. COMMUNITY HEBREW ACADEMY OF TORONTO 12:24:36 AM 9/22/2004 3. Goldie Feldman Academy 12:28:46 AM 9/22/2004 4. Hannah Senesh Community Day School 12:47:33 AM 9/22/2004 5. Fort Worth Hebrew Day School 1:18:51 AM 9/22/2004 6. Brevard Jewish Community School 1:48:55 AM 9/22/2004 7. Maimonides Academy of Western Connecticut 2:29:33 AM 9/22/2004 8. Hyman Brand Hebrew Academy 2:40:47 AM 9/22/2004 9. Hillel School of Tampa 3:34:39 AM 9/22/2004 10. kinneret 3:30:25 PM 9/22/2004 11. Hebrew Day School of Central Florida 3:37:54 PM 9/22/2004 12. Bernard Zell Anshe Emet Day School 3:54:29 PM 9/22/2004 13. Gray Academy of Jewish education 7:25:51 PM 9/22/2004 14. David Posnack Hebrew Day School 7:28:01 PM 9/22/2004 15. Brandeis Hillel Day School 7:37:04 PM 9/22/2004 16. Syracuse Hebrew Day School 9:54:56 PM

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 45 of 51 9/23/2004 17. Kehila Jewish Community Day School 3:02:00 AM 9/23/2004 18. Contra Costa Jewish Day School 8:39:25 AM 9/23/2004 19. The Agnon School 11:12:20 PM 10/3/2004 20. Tarbut VTorah 6:01:01 AM 10/4/2004 21. The King David School 7:23:01 PM 10/11/2004 22. Jess Schwartz Jewish Community High School 7:02:47 PM 10/11/2004 23. Denver CAmpus for Jewish Education/Herzl 10:51:02 PM 10/11/2004 24. Greenfield Hebrew Academy 11:22:35 PM 10/12/2004 25. Rabbi David L.Silver Yeshiva Academy 3:55:20 AM 10/12/2004 26. Heritage Academy 4:37:59 AM 10/12/2004 27. The Shoshana S. Cardin School 4:59:36 AM 10/12/2004 28. Austin Jewish Academy 5:11:44 PM 10/14/2004 29. Maass Jewish Community Day School 4:54:36 PM 10/19/2004 30. Sinai Academy of the Berkshires 2:05:16 PM 10/20/2004 31. B'nai Shalom Day School 2:59:41 PM 10/22/2004 32. The Sandra E. Lerner Jewish Community Day School of Durham Chapel Hill 6:51:41 PM 10/25/2004 33. Milwaukee Jewish Day School 4:09:16 AM 10/25/2004 34. Hebrew Academy of Tidewater 4:45:42 PM 10/25/2004 35. Morasha Jewish Day Dchool 7:21:16 PM 10/25/2004 36. New Community Jewish High School 11:57:40 PM 10/26/2004 37. Donna Klein Jewish Academy 6:00:46 PM 10/26/2004 38. Akiva 6:29:55 PM 10/27/2004 39. Charlotte Jewish Day School 4:21:43 PM 10/27/2004 40. Heritage Academy 6:23:43 PM 10/29/2004 41. Seattle Jewish Community School 2:11:23 AM 10/29/2004 42. Minneapolis Jewish Day School 7:47:07 PM 10/29/2004 43. Debbie Kornberg 8:17:53 PM 44. Talmud Torah of St. Paul Day School 11/8/2004

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 46 of 51 8:50:38 PM 11/9/2004 45. American Hebrew Academy 5:33:37 AM 11/10/2004 46. JPDS 6:11:43 PM 11/22/2004 47. Friedel Jewish Academy 9:02:06 PM 109 . Your institution serves which of the following grade levels? Responses BTR XNA (choose all that apply) Early 17 35.42% 36.17% Childhood Elementary 40 83.33% 85.11% School Middle 29 60.42% 61.7% School High 12 25% 25.53% School No Answer 1 2.08% 110 . In which of the following geographical areas is your school Responses BTR XNA located: Southern United States 11 22.92% 23.4% Eastern United States 13 27.08% 27.66% Mid-Western United 9 18.75% 19.15% States Western United States 11 22.92% 23.4% Eastern Canada 1 2.08% 2.13% Mid-Western Canada 1 2.08% 2.13% Western Canada 1 2.08% 2.13% No Answer 1 2.08% 111 . Are you (optional): Responses BTR XNA Male 14 29.17% 29.79% Female 33 68.75% 70.21% No Answer 1 2.08% 112 . What is your age? (optional) Responses BTR XNA 20-30 2 4.17% 4.35% 31-40 10 20.83% 21.74% 41-50 14 29.17% 30.43% 51-60 18 37.5% 39.13% 61-70 2 4.17% 4.35% 71-80 0 0% 0% No Answer 2 4.17% 113 . Are you Director of Judaic Studies in your school? If you are Responses BTR XNA not, please click "other" and then specify your role in the box below. Yes 34 70.83% 72.34% Other 13 27.08% 27.66% No 1 2.08% Answer Thank you for completing the survey. In the near future we will send you an e-mail with a link to the survey results. Please click on the "submit" button to submit your answers.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 47 of 51 XI. Appendix B: Recommended Readings on Israel Engagment in Jewish Institutions

The scope of this project does not allow for a review of the policy discussion and research that does exist on the topic of Israel engagement in Jewish institutions. However those with an interest in the topic will find the following resources useful.

Websites

Maurice and Marilyn Cohen Center for Modern Jewish Studies, Brandeis University: http://www.cmjs.org/cmjs_pastresearch.cfm

Research and Development Unit of the Department of Jewish Zionist Education of the Jewish Agency (http://www.jafi.org.il/education/moriya/reports.html).

Literature Bekerman, Z. (1986). The Social Construction of Jewishness: An Anthropological International Study of a Camp System. New York, The Jewish Theological Seminary of America. Boyd, J. and Moskovitz-Kalman, E. (2004). The Philosopher’s Retreat: Exploring the Place of Israel in the Lives of American Jews. NY:NY, The National Coalition for Israel Education. Friedman, D. and Zisenwine, D. (1998). Israel in Jewish Summer Camps. Jerusalem, Israel: The CRB Foundation, The Jewish Agency for Israel, and The Charles R. Bronfman Centre for the Israel Experience. Gerber, K.A. & Mazor, A. (2003, Spring). Mapping Israel education: An overview of trends and issues in North America. San Francisco: Gilo Family Foundation. (Unpublished manuscript.) Kopelowitz, E. (2003). Between Mifgash and Shlichut: Paradigms in Contemporary Zionist Education and the Question of the Ideological Relationship between Israel and Diaspora. Jerusalem, Department of Jewish Zionist Education, The Jewish Agency. Kopelowitz, E. (2001). "Learning Rituals and Collective Jewish Identity: A Look at One Attempt to Join Orthodox and Non-Orthodox American and Israeli Jews through Text Study." Journal of Jewish Education 67(1-2): 61-73. Koren, A. and A. L. Sales (2005). Israel in Professional Development for Informal Jewish Education: Current Programs and Future Needs. New York, Maurice and Marilyn Cohen Center for Modern Jewish Studies, Brandeis University and North American Alliance For Jewish Youth. Rosenberg, L. (2004). The Place of Israel and Hebrew Language in the Diaspora Orthodox Educational System (Hebrew). Jerusalem, Research and Development Unit, Department of Jewish Zionist Education, The Jewish Agency. Rosenthal, S. T. (2001). Irreconcilable Differences? The Waning of the American Jewish Love Affair with Israel. Hanover, NH: University Press of New England. Sales, A. & Saxe, L. (2004). How goodly are thy tents: Summer camps as Jewish socializing experiences. Hanover, NH: University Press of New England.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 48 of 51 Weissman M. and Jonathan Ariel (2003) A Snapshot of Israel Education in the Greater Washington, D.C. Jewish Community. Department of Jewish Zionist Education, The Jewish Agency. Wolf, M. F. and E. Kopelowitz (2004). Israeli Staff in American Jewish Summer Camps: The View of the Director. Jerusalem, Research and Development Unit, The Department of Jewish Zionist Education of the Jewish Agency. Wolf, M. F. (2004). Israel in our Hearts and Minds: Early Childhood Directors and the Place of Israel in their Lives and Classrooms. Jerusalem, Jewish Early Childhood Association (JECA), Board of Jewish Education of Greater New York and Research and Development Unit, Department for Jewish Zionist Education, Jewish Agency.

Israel Engagement in Community Day Schools. Author: Dr. Ezra Kopelowitz Page 49 of 51