Robbie’s notes:

Professional development –

Robbie: We are happy to come into your schools, if you need/wish.

Robbie; We have a schools’ mapping tool, that will help you assess both curriculum, environment, and management

 Sarah: I plan on beginning with training teachers via the gateways of people or 3 C’s of the “AM” category.

What are we already doing?

Sunday is deliberately built to practice taking something that already exists, and adapting through the 4HQ prism. Hope it will be useful.

 

Chagim and Jewish calendar etc applied to Israel – we have many resources and suggestions. The moment you guys want to get specific: let us know.

Chaggim:

Tu B’Shevat: Israeli scientific solutions or arts that use conservation as a guiding principle. Open to suggestions and ideas.

 Chanukah: Religious pluralism in Israel- (hug and wrestle)

Purim: Ka’asher Avaditi, Avaditi:  Existentialism is greater than the self; Purim parade “Ad Lo Yadah” indicative of this idea.

Law of Return:

Check out Brother Daniel, etc.

Amy: If it is helpful, I have a lecture on the Law of Return that also addresses the Right of Return and kinship repatriation in other countries that I’m happy to share.  

Teens

Parent/teens online Israel conversation

Please ask me about working with 4HQ in advocacy!

Amy; i have found some useful resources available on JerusalemU (not all - I liked the ones on narratives, refugees & media) and iCenter has a set of cards they created for camp counselors - they are a great trigger for any discussion about Israel with teens and include people, places, culture, and society/social protests/etc.  

 

Hatikvah session…

 

Car Pool Conversations

 

Makom Arts stuff…

One cartoonist and three musicians…

Book guides for book clubs

Film guides – LBGT, Haredim, Conflict, etc

Bible stories/characters in art. Searchable database.

 

Mapping tools

Melissa:

  • Fourth grade family program - experiential “mock” trip to Israel
  • Mara!! At some point you were talking about a Hatikvah lesson for teens- starting with Hatikvah and studying that as a text… There is a woman who does a “one woman show” on Hatikvah - may even be on youtube - her name is Astrith Baltsan … Also There are some really cool hip musicians that took Hatikvah and mashed it with the Game of Thrones theme - it's awesome and current - lots watch or at least know!
  • We've made a connection with two organizations that were really good with helping us make connections with tzedakah in Israel. 1. Intra therapeutic horse farm - Anita shkedi (not sure of spelling) amazing place! 2. We raised enough money to train a medic to ride an Ambucycle (United Hatzala) and they brought the Ambucycle for kids to see - also plan to give us the name of the medic so we can follow him!
  • HUC tartak center - free curriculum bank of every Ed student’s master's curriculum project - many have written curriculum on Israel - you would need to adapt with 4Hq … FREE !

 

 Mara:

ADULT EDUCATION

Shalom Hartman has a whole “iEngage” series that includes a comprehensive curriculum and video testimonies (Melissa- adults love it - very frontal, would need adapting with 4HQ)

Ask me for a WOMEN OF THE WALL intergenerational program.

I have a 3rd/4th grade “late night” experience where they visit Israel. Includes SHABBAT experience.

Children's books

Engineer Ari (Israel AND rosh hashanah)

Snow in Jerusalem.

Ella's trip to Israel

Chicken Man - Michelle Edwards (sweet book about life on kibbutz)

Lisa:

  • Israel program we use in 3rd grade where they create a passport and learn about various cities
  • Art project - Jerusalem of Gold where we have the students use torn paper art to create an image then spray paint it gold
  • Zimriyah with songs of Israel collectively with others in the community
  • I facilitated a cooking class with some Israeli and all Jewish foods that I could share

MATT’S NOTES

Mature material for Israel Studies

Non-Fiction

-One Palestine Complete (Tom Segev)

-The Birth of the Palestinian Refugee Problem (Benny Morris)

-Palestinian Identity (Rashid Khalidi)

-Arab and Jew (Mark Shipler)

-In the Land of Israel (Amos Oz)

-H’davar Haya Cacha (Meir Shalev)

-Language in a Time of Revolution (Benjamin Harshav)

-The Zionist Idea (Authur Hertzberg)

-The Crisis of Zionism (Peter Beinart)

Fiction

-A Book That was Lost (S.Y. Agnon-read the story Hill of Sand)

-The Lover (A.B. Yehoshua)

-Breakdown and Bereavment (Y.C. Brenner)

-A Pigeon and a Boy (Meir Shalev)

-A Trumpet in the Wadi (Sami Michael)

Movies/TV

-Arab Labor (Sayeed Kashua - all 5 seasons)

-Kedma (Amos Gitai)

-Walk on Water (??)

-H’hesder (Joseph Cedar)

-Around the Campfire (Joseph Cedar)

-H’lihaka (?)

-Givat Halfon lo onah (?)

-Paradise Lost (?)

AMY

More options for mature materials for Israel education

Non-fiction

  • The Jewish Divide Over Israel: Accusers and Defenders (ed. Edward Alexander & Peter Bogdanor)
  • The Arab-Israeli Conflict: The Palestine War 1948 (Efraim Karsh)
  • The Claim of Dispossession: Jewish Land Settlement and the Arabs, 1878-1948 (Arieh L. Avneri)
  • Right to Exist: A Moral Defense of Israel’s Wars (Yaacov Lozowick)
  • Nations United (Alex Grobman)
  • Six Days of War (Michael Oren)
  • Palestine Betrayed (Efraim Karsh)
  • Azure: Ideas for the Jewish Nation (a brilliant journal that is unfortunately no longer being published but back issues are definitely worth reading)

Film

  • The Road to Jenin

Sharon:

-School wide Israel Fair and song fest

Incorporating the 4hq to develop different component to the Israel fair in every grade.

-Teaching Israel through the art with the focus on “Am” peoplehood.

-including shin shin/ shlichim narratives to teach about israel

Click here for a couple lessons I did with an 11/12th grade class in May 2016 to explore how to teach Israel to teens. --Abby Reiken

Home/Home-Land Enduring Understandings and Essential Questions

Enduring Understandings:

Students will understand that:

  1. I feel at home when I accept the people, the relationships and the ways of doing things in a place, and they accept me. This feeling of “identifying with a culture” is portable and dependent on people not on a particular place.

  1. “Our Land” refers to the particular place to which our culture refers, that we hope to pass on to our children, to which we will always assume to have entry, and whose shape is reassuringly familiar. Most nations live “at home” in their own “land”. Hence “home-land”.

  1. It is possible to be living in your “Land”, without fully feeling “at home”. It is also possible to feel “at home” without living in your land.

  1. The Diaspora has been a history of a People doing their best to “feel at home” outside of their land.

  1. The establishment of the State of Israel offers Jews the opportunity to live in their “home-land”: to be in their permanent territory whose majority culture is Jewish.

  • The Jewish People has constantly struggled with the disadvantages and advantages of feeling at home without a land, or living a sovereign life in our home-land.

Essential questions:

  • When and with whom do I feel at home?
  • Is *America my home-land? Is Israel?
  • The 21st century is dealing with the greatest global refugee crisis since the 2nd World War. Refugees, by definition, are without a home-land. What should be their best response to their situation? (create a “home” for themselves? Adopt a different “land” as their own? Fight to return?)
  • What have been Jewish refugees’ responses to this dilemma throughout the ages?