artzeinu teacher guide

8/12/2019 Artzeinu Teacher Guide

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ISBN 10: 1-891662-19-X

ISBN 13: 978-1-891662-19-1Copyright 2008 orah Aura Productions. All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means graphic, electronic

or mechanical, including photocopying, recording or by any information storage and retrieval system,

without permission in writing from the publisher.

orah Aura Productions 4423 Fruitland Avenue, Los Angeles, CA 90058

(800) BE-orah (800) 238-6724 (323) 585-7312 fax (323) 585-0327

E-MAIL Visit the orah Aura website at www.torahaura.com

MANUFACURED IN UNIED SAES


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TABLE OF CONTENTS

Artzeinu:An Israel Encounter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

A extbook Is a Collection of Programs . . . . . . . . . . . . . . . . . . . 7

Chapter One:Artzeinu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Chapter wo: el Aviv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Chapter Tree: Te Dead Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Chapter Four: Haifa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Chapter Five: New Jerusalem . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Chapter Six: Old City of Jerusalem . . . . . . . . . . . . . . . . . . . . . . 69

Chapter Seven: Galilee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Chapter Eight: Negev . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Chapter Nine: zfat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Chapter en: Israel and You . . . . . . . . . . . . . . . . . . . . . . . . . . .133

Appendix A: Eretz Yisraelimeline . . . . . . . . . . . . . . . . . . . . .134

Appendix B: Sorting Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . .135


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ARTZEINU: AN ISRAELENCOUNTER

A STRUCTUAL ANALYSISWelcome toArtzeinu.Artzeinuis a new kind of Israel resource that has emerged through researchand reflection. As you flip through the chapters you will notice a number of common elements, andyou will notice that each chapter is unique. In this brief introduction we want to clarify the thinkingbeneath the structure and unpack the resources in the book.

CHAPTER THEMES

On the surface the book looks like a standard tour book. First we go to el Aviv, then to the DeadSea, etc. But underneath this structure is some deeper thinking. Some twenty years ago I metOfir Yordan, who was then working as a tour guide trainer for Melitz. I learned a lot about whathas become the lastest thinking in structuring tours in Israel. Rather than seeing something justbecause it is there, every day has a theme. If a group is doing the history of kibbutzim and passes aCrusader castle, they dont stop. Each day is designed to teach a different lesson about Israel.

We have done the same thing withArtzeinusorganization. While we visit different areas of thecountry, each area reveals a different theme. Tis means that the el Aviv section focuses on theearly history of Zionism, the Dead Sea section on archaeology, the Negev section on ecology andwater conservation.

In teaching a chapter, understanding the thematic focus is import. It is the huge idea aroundwhich the chapter is constructed.

ISRAELI KIDS

In each chapter we meet one (and in one case two) Israeli kids. Tey come from diverse ethnicbackgrounds and represent the blend of people who form the mixing pot of Israeli l ife. We haveJews, Muslims, and Christians. We have Ashkenazic and Sephardic backgrounds. We have a Druzeboy. We balance religious and secular Jews. In meeting these kids we get a sense of the commonelements and the diversity in Israeli life.

MAPS

Knowing the geography of Israel helps to build connection. Getting a sense of the regions, climates,and conjunctions builds familiarity. We have had custom maps made for this book, and we

recommend that you teach with a large classroom map.

HISTORIC FIGURES

In each chapter we meet a Zionist hero, someone who was responsible for the creation of thedevelopment of the State of Israel. While fifth and sixth graders are not really developmentallyready to study history, they can understand a personality-based presentation. Working with theseheroes (and with individual moments) is the first layer of teaching your students the history of theState of Israel.


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CHALLENGES FOR ISRAEL

One of the things that we have learned anecdotally is that students who have been taught aboutIsrael in the past feel they have been lied to. When the Israel of idealism meets the daily news, theyhave a problem. We have included in the book a series of Challengeslooks at issues with whichIsraelis are struggling. Tey give our students a chance to honestly look at the strengths of the stateof Israel and to know that there are places and issues that are still being worked on. Tese three-dimensional portraits build a much more honest relationship. Steven M. Cohen said to me in an

interview, Make sure that students know that they can love Israel and not agree with all of Israelsactions. Tese challenges do not attack Israel or create antiIsraeli sentiment, but they do showplaces where Israel s position is not black-and-white.

OTHER PLACES TO VISIT

At the end of every chapter there is a short section of other places to visit. Tese are things thatdid not fit into our thematic introduction but help to sell Israel as a place to visit. Tey are notdesigned for a long teaching experience, but they are worth exploring because they are interesting.Tey help to build the vision of a trip to Israel.

TEXTS AND PRIMARY SOURCES

Because we want Israel to be a real place to students, we use as much primary source material aspossible. You will find the text of the Declaration of Statehood, the speech of Elazar Ben Yair atMasada that Josephus records, an actual poem by Rachel, and more. As often as possible, we stoplearning about Israel and study the actual Israel. Tese primary sources allow us to do that.

HANDSON ACTIVITIES

Both the textbook and this teachers guide are filled with hands-on explorations of Israel. Tereare chances to cook Israel, hear Israel, dance Israel, see Israel, draw Israel, and more. As much aspossible, the process of learning about Israel is multi-sensory, multi-modality, and designed to buildmemories and associations. All of it leads to I want to go to Israel.


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share your ideas,

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A TEXTBOOK IS A COLLECTIONOF PROGRAMS

Who wants to teach Israel from a textbook?

Israel is an exciting, real place full of interesting people and cool things to do and see. If our goal isto get our students excited about Israel, then what teacher in his or her r ight mind would pull out atextbook to teach Israel?

extbooks sometimes get a bad rap. Some educators are afraid of them because they think thatteachers wil l have their students read them out loud. Some teachers dont like them because theyare afraid they takes away their freedom and flexibility. All of those can be valid concerns. But wemake textbooks because we believe in them. Tis essay is designed to explain how we imagine ourtextbooks being used and to illustrate how textbooks can be part of engaging, interesting, andexciting experiential learning.

extbooksgood textbooksoffer a lot of advantages in todays congregational schoolenvironment.

extbooks provide context. Lessons that take place without an anchor rarely hold structurefor the students. eachers or curriculum writers may have a sense of scope and sequence, butthose are difficult to convey to students without a printed source.

For teachers, textbooks offer the same advantage. Tey represent a platform on which theycan stage lessons.

extbooks can also move a lesson past the obvious. Tey find texts and information thattake dozens of hours to find, that no teacher can provide within reasonable preparation timeexpectations.

extbooks honor visual learners. Not everyone can learn effectively orally. extbooks conveyinformation in a visual format.

extbooks allow more to be learned than has been taught. Working only from the events thatthe classroom teacher creates puts the entire burden on the teacher. Nothing can be learnedthat is not specifically presented. An activity will hit only one aspect of a subject; textbookshave the ability to expose and convey all kinds of sidebars and photo captions. Te simpletruth is that books can be read, and reading requires only a reader. extbooks offer morethan can be included in any configuration of activities and lessons.

extbooks need to be envisioned not as endless pages, but as a series of activities or events thatjump off the paper. Lets agree:

1. Te extensive reading out loud of the text by students is not a good classroom activity.

2. Te use of ten to twenty classroom minutes to have students read a chapter silently is not aneffective use of the limited time we have available.

3. Te assignment of portions of text to read at home is a process not likely to be successful intodays climate.

Tis means that we have to be creative in our use of textbooks, and that textbooks must be designedto support creative uses. Lets start with a simple example. In Artzeinuyoull find a sidebar on MeirDizengoff. Te sidebar is three paragraphs and two questions long. Imagine the following lessonsegment.


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Set Induction: Where is the coolest place to hang out in your neighborhood? What does the wordhang tell us about the meaning of hanging out?

First Activity: Students read the three paragraphs. Te first introduces Meir Dizengoff. Te secondtells a funny anecdote about his declaring the beach of el Aviv the new harbor facility. Te thirdintroduces Dizengoff Street in el Aviv and the verb lhizdangef(Hebrew slang for hanging out).

Second Activity: Te first question asks, What about Dizengoffs personality made him a perfectfirst mayor of el Aviv? Answers include: Tinking big, a good sense of humor, vision, etc.

Tird Activity: Te teacher sets up the four corners of the room as Yaffo, the ayelet, Shenkin Street,and Dizengoff Street. Graphics of each of these are downloaded from the Internet and placed on thewalls with blue tack. Te teacher reviews/introduces what happens in each of these places. All fourare found in this chapter. Te teacher asks students to move to the corner where they most want tolhizdangef. Once students are in the corner they are asked to write a short song about their placeand what they do there.

Closure: What do we learn about a country that names hanging out after a historical figure?

Te simple lesson here is that the textbook is not a lesson (or a lesson segment), but rather theresource that generates a lesson. We have specifically designed our textbooks to be platforms foractive classrooms. Lets give a second example, also fromArtzeinu. In the middle of the Masada

section of the Dead Sea chapter you will find the Elazar Ben Yair speech from Josephus Te JewishWar. It is the speech attributed to him just before the mass suicide. Imagine: Te teacher has (1)given a lesson about Masada using her own slides from her visit. (2) Working in hevrutot, studentsread the speech and discuss the questions underneath. (3) Te last question is: Suicide is againstJewish law. Do you think that the Sicarii on Masada did the right or wrong thing? Why? Teteacher divides the class in half, gives them a few minutes to prepare, and then stages the debate.

Here is the point. Every time you use a textbook, that usage should terminate in a program. Whatis a program? We use Mel Silbermans definition, active learning. Chapters should be broken downinto learning units, each with its own set induction, use of the text, active learning experience, andclosure. When it happens that way, good textbooks (and not all textbooks are good) make it possibleto have a richer, more complete, more involved classroom than any teacher can pull off on his ownwithout unreasonable hours of preparation.


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CHAPTER ONE:ARTZEINU

THEMATIC OVERVIEWTis first chapter is an introduction. It is designed to provide a context for talking about Israel.Our concerns are to introduce some vocabulary for the conversation and to begin to introduce thegeography of Israel.

Te lesson breaks into two parts. Tey can be taught in either order.

I have connections with the land of Israel.

We are going to study eight places in Israel.

BIG IDEAS

1. Israel is our land. We are connected to Israel.

2. Israel is Jacobs other name. Israel is connected to the Bible.

3. Jews have always lived in Israel. We never completely abandoned our homeland.

4. Israel has been conquered a lot. And much of its history is the story of who was in charge,when.

5. Halutzimand their pioneer spirit turned swamps into fertile fields. Tey began the returnto the Land.

6. Israel was created in 1948 by a U.N. resolution. Israel is a relatively new nation.

7. Israel has problems and opportunities. It is a real place.

8. Israel is the homeland of every Jew. It gives something to every Jew.

9. Te map of Israel can bring connection to the State.

10. Te map activity foreshadows the rest of the book.

Tese are a lot of big ideas for a three-page chapter, but its purpose is to introduce each of theseconnection points to Israel. Tis whole chapter, which probably involves a single lesson, is designedto begin the conversation. Te whole thing is a set induction (introduction).

ACTIVITIES

1. Set induction to studying Israel

2. Set induction for theArtzeinuessay

3. Reading and discussing the introductory activity

4. Set induction to the map activity

5. Filling in the map

6. Going over the map

7. Closure

YOU KNOW YOUVE SUCCEEDED WHEN

1. Students can define the wordArtzeinu.

2. Students can explain some of their connections to Israel.

3. Students can extract big ideas from the opening essay.

4. Students can find six locations on the map.


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ACTIVITIES

SET INDUCTION TO STUDYING ISRAEL

OUR GOAL FOR THIS ACTIVITY

o establish and articulate connections between the students and Israel.

LESSON PLAN1. We want to start this years course of study by asking (in one way or another), What is

your connection to Israel? Te way we want to begin is by getting students ready for thatconversation. Te question is how. Here are a number of suggestions.

Bring in your own or somebody elses pictures of Israel. Set up a tour of Israel with images.

Bring in a whole collection of objects from Israel and have students establish the connectionbetween them.

Have a questionnaire that asks, Which of the following were invented in Israel?

a. cell phones

b. instant messaging

c. a V camera so small that you can swallow it in a pill

d. a device for patients with heart problems to monitor their condition at home

e. advances in solar energy and water desalination

f. drip agriculture

g. the iPhone

h. a 360-degree surveillance sensor

i. SIM cards

j. the microprocessor

k. voicemail

l. portable ultrasound

m. the Bible

Te answer: All of the above. Next, ask Why? Accept all the answers you are given and thensay, We are going to spend the next year trying to figure out why.

2. Next, go straight in for the big questions. Ask Who has a connection to Israel? As studentseither answer or dont answer, go for the following questions.

a. Who has been to Israel?

b. Who has relatives in Israel?

c. Whose family owns something from Israel?

d. Who listens a little more careful ly when people mention Israel?

e. Who has ever eaten falafel?

f. Who is interested in visiting Israel?

3. Say I wish for all of you that you get a chance to visit Israel.

4. Ask Would anyone else like to share a connection to Israel?


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go to the

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SET INDUCTION FOR THEARTZEINUESSAY, READING AND DISCUSSING THE

INTRODUCTORY ACTIVITY

OUR GOAL FOR THIS ACTIVITY

o establish and articulate a number of big ideas we will encounter as we study Israel.

LESSON PLAN

1. Have students flip through the book. Invite them to raise their hands when they find a pictureor a heading that interests them. Have everyone turn to the page they like. Do this two to fivetimes. Ten have everyone read to page 1.

2. As a teacher, move to the board. Have a student read the first paragraph. It is two sentenceslong. Ask the class, What is the big idea in this paragraph? Te answer should come outsomething like Israel is our land. Ask, How is Israel our land? You may get Because it is aJewish place. It would be nice if you got It is a homeland for all Jews.Write the answer onthe board.

3. Normally, reading a chapter out loud is not a great activity. But in this case the chapter is apage, and we are going to stop and have a discussion after every paragraph. Have a secondstudent read the second paragraph and repeat the process. Here you can expect an answerthat is something l ike Israel is Jacob. Add to it Te land of Israel is connected to theBible.

4. Continue through the paragraphs with this process. In paragraph three the obviousconclusions: Jews have always lived in Israel.Israel has been conquered a lot. Teseshould be deepened to Jews have always been connected to Israel and Jewish history ispart of the story of world history.

5. Te fourth paragraph brings in two more ideas. First we have Te state of Israel started itsrebirth through the pioneer spirit of the halutzim. Te Holocaust pushed forward thecreation of the state.

6. Te fifth paragraph gives us Te State of Israel is a modern democratic state (the only onein the Middle East)and Tere are wonderful things about Israel, and Israel has some

problems.7. Te last paragraph gives us: Te State of Israel is there to keep Judaism exciting and to

be a safe place for all Jews.

8. Have the class look at the list. Ask What do they teach you about Israel? Listen to theanswers. We are not looking for one specific connection. Rather, our concern is laying outthese concepts as a way of shaping the years study. End by saying We are going to run into al lof these ideas again and again as we study Israel this year.

SET INTRODUCTION TO THE MAP ACTIVITY

NOE: For this activity you want either a world map or a globe, and you also want a large map ofIsrael. orah Aura has created a largeArtzeinumap that is available as a resource.

OUR GOALS FOR THIS ACTIVITY

Students will be able to locate Israel on a world map.

Students will have a sense of the geographic region in which Israel is located.

ACTIVITIES

1. ake out a globe or a world map.


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2. Pick up a pen or a pointer and say, I am your cursor. You job as a class is to have me point toIsrael. ell me whether to go up or down, right or left. With a little luck there will be enoughgeographic knowledge in the class to have you wind up pointing to Israel.

3. Ask What other countries touch Israel? Establish: Egypt, Jordan, Syria, and Lebanon. Youcan also point out that Saudi Arabia, Iraq, Iran, and urkey are close.

4. How big is Israel? You will probably get Small. Te traditional answer is About as big as thestate of New Jersey. Tat and, of course, Tin.

You can also establish that Israel is in the Middle East and is on the Mediterranean.

FILLING IN THE MAP AND GOING OVER THE MAP

OUR GOALS FOR THIS ACTIVITY

Students will locate six places in Israel that we will be studying this year.

Students will be exposed to the geographic regions that make up Israel.

ACTIVITIES

1. Divide the class into hevrutot(dyads). Have them read page two out loud to each other and fillin the blanks in the map on page three. Working in pencil is a really good idea here.

2. Use the big map to go over the six blanks. As you reach a city or a region go over the rightanswer and have students tell you one thing about each place.

3. Option:Tis may be a good time to deal with the political situation. Point out the West Bankand Gaza. Explain the following.

Gaza was originally part of Egypt. Te West Bank was part of Jordan. Israel won both in theSix Day War in 1967. oday Egypt and Jordan do not want their land back. Instead both areasare under the control of the Palestinian Authority, a government that is supposed to leadto the creation of the State of Palestine. Israel occupies the West Bank but has withdrawnfrom Gaza. Israel says it will withdraw from the West Bank when its safety is guaranteed.Te Palestinians call the occupation an act of violence against them. You will notice thatthere is a green line around the West Bank. Tat is because this boundary is called the Green

Line, representing the 1967 annexation. Part of the discussion between the PA and Israel isworking out what will be the final boundary between the two. Palestinians are demandinga return to the Green Line; Israel says that when there are good negotiations they will workout the final borders. Israel has many settlements and citizens in the West Bank inside theGreen Line. Teir future has to be worked out.As of this week, a truce between Hamas (in Gaza)and Israel brokered by the Egyptians is holding. Tere is no way of knowing what the situation will bewhen you come to this unit.

4. Option wo:Tis is also a good time to talk about the geographic regions of Israel. (See theincluded map that has the right answers and these regions.)

Use the map on page 23 of Te Land of the Bible as a guide to fill in an outline map.

a. Coastal Plainthe Mediterranean coast

b. Galileethe north of the countryc. Golannortheast corner (taken from Syria in 1967being talked about in negotiations

as we are writing this teachers guide)

d. Te Central Mountain Rangethis includes the Judean Hills

e. Te Jordan Riftthe crack in the earth that includes the Kinneret, the Jordan River, andthe Dead Sea

f. Te Negevthe south

As you point out the regions on your big map, have students find them on their own smallermaps.


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CLOSURE

1. Go around the room and have each student state one thing he or she wants to learn aboutIsrael. Keep notes, because you may want to add some things to your year plan.

2. Say Next week we are going to el Aviv.


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HISTORY OF TEL AVIV WORKSHEET

1. What ancient city is the origin of modern Tel Aviv? ______________________________________

______________________________________________________________________________

2. Why did the sixty families decide to leave and build a new city? _____________________________

______________________________________________________________________________

3. What was the original name of Tel Aviv? ______________________________________________

______________________________________________________________________________

4. In what organization was Menahem Sheinkin active? _____________________________________

______________________________________________________________________________

5. What is Zion? ___________________________________________________________________

______________________________________________________________________________

6. What was Menahem Sheinkens contribution to the founding of Tel Aviv? _____________________

______________________________________________________________________________

7. Where is the name Tel Aviv first found? _______________________________________________

______________________________________________________________________________

8. Why was it chosen for the name of the first new Jewish city in two thousand years? _____________

______________________________________________________________________________

9. What does If you will it, it is no dream mean? _________________________________________

______________________________________________________________________________

10. What story do the two shells tell? ____________________________________________________

______________________________________________________________________________


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F.Y.I.Teodor Herzl was a manwho once wrote a book called Old NewLand, in which he imagined the Jewsliving in Palestine as a free peoplewith their own government. Mostpeople rejected the idea as fantasy,but Herzl believed that through hardwork and determination even thewildest dreams could come true. And

within fifty years of the publication ofOld New Land, the State of Israel wasindeed born.

Teodor Herzl did not come froma traditional Jewish family. Bornin 1860 in Hungary, he belongedto a family that was a productof the Jewish trends known asEnlightenment and Emancipation.Te Herzls spoke Hungarian andGerman, dressed like the nonJewsamong whom they lived, andconsidered themselves Hungarians ofthe Jewish faith (as opposed to Jewswho happened to live in Hungary).

As a teenager Herzl moved withhis family to Vienna, the German-speaking capital of Austria. Aftera few years in Vienna Herzl beganto embrace the ideas of Germannationalism. Nationalism is a politicalphilosophy that emphasizes loyaltyto ones land and people. In histwenties Herzl became a writer and ajournalist. He considered convertingto Christianity and for a time felt thatall Jews should do so.

It was exposure to anti-SemitismFrench as well as Germanthatled Herzl to rethink his ideas aboutwhat being Jewish meant. In 1891

Herzl received a plum assignmentas a Paris correspondent for theleading Viennese newspaper. Severalof the stories he covered related toanti-Semitic incidents, including theDreyfus Affair, a scandal involvinga Jewish captain in the French armyfalsely accused of spying for Germany.

Herzl began to reject his earlier hopesof integrating into German society.No matter how deeply Jews feltthey were French or German, Herzlrealized, there would always be peoplewho rejected them. So he movedto a new kind of nationalisma

nationalism for the Jews that becameknown as Zionism.

Herzls first expression of Zionismwas in a booklet he wrote in 1896called Te Jewish State. In it Herzlproposed that the Jews should settletogether in a country he called thePromised Land. It would be a state ofJews where no one has to be ashamedthat he is a Jew.

He organized feverishly withinthe Jewish community. He had

CHAPTER TWO: TEL AVIV

OVERVIEWEach chapter has a thematic focus. While we are going to el Aviv, our focus will be the

story of urban halutzim. We will meet a number of the people who created the modernState of Israel.

We will also be introduced to the non-thematic elements of the chapters. In addition tothe chapter text, we will encounter (1) the biography of a historical figure, (2) the storyof an Israeli child (fictional), (3) places not to miss when we visit the location, and (4) achallenge for Israel. Tese elements will appear in just about every chapter.

Inside this chapter are a number of lesson parts. It will be your job to choose which ofthese elements you will cover. You know how many weeks and how much time you havefor teaching. You will not be able to teach everything. So your first decision has to beHow many weeks do I have for el Aviv? Te second question is Which pieces do Iwant to assemble in those weeks? What makes the task a little difficult is that I cant

tell you how long each part is, because you can make it longer or shorter depending onyour choices. Do not limit yourself to teaching this material in order.

Tese lesson elements are available in this chapter:

1. Set Induction:Te Nature of el Aviv

2. Te History of el Aviv (including Te Name el Aviv and Te Shell Lottery)

3. Places to Hang out in el Aviv: Sheinkin, Dizengoff, the ayelet, and Yafo

4. Meet an Israeli Kid: Gal Abulafia

5. Te Declaration of Establishment

6. Bauhaus in Te White City

7. Challenge: Poverty in Israel

8. Closure:You Be the our Guide.

If you have three sessions in which to cover el Aviv, we would recommend thefollowing:

Lesson 1 (1) Te Nature of el Aviv, (2) Te History of el Aviv, and (4) Meet an IsraeliKid: Gal Abulafia

Lesson 2 (5) Te Declaration of Establishment and (3) Places to Hang out in el Aviv

Lesson 3 (6) Bauhaus, (7) Challenge: Poverty in Israel, (8) You Be the our Guide

If you have only two sessions, it is recommended that you trim each part and cut out (3)Places to Hang out in el Aviv and (6) Bauhaus.

SET INDUCTION: THE NATURE OF TEL AVIV

TIME: 1520 minutes

BIG IDEAS

1. el Aviv is the New York or perhaps Miami of Israel.

2. el Aviv is a beachfront city.

3. Israelis speak Hebrew.


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little success in convincing thewealthy Jews of Europe such asthe Rothschilds and the Hirschesto donate money to purchase landfor a Jewish homeland overseas.But his pamphlet, his ideas, andhis personality struck a chord withaverage Jews all over Europe. Hisweekly Zionist newspaper was widelyread, and Russian Jews in particular

saw him as a visionary, evenMessianic figure.

Even so, when Herzl announced aFirst Zionist Congress to convene inBasel, Switzerland, in August 1897,197 Jews from fifteen countriesattended, representing a broadcross-section of Jewish life. Terewere religious Jews and atheistJews, capitalist Jews and socialistJews. What they had in commonwas the shared vision of Zionism,captured in what they called the BaseProgram: Zionism seeks to obtainfor the Jewish people a publicly

recognized, legally secured homelandin Palestine.

A World Zionist Organization wascreated with Herzl as its president.Arrangements were made for futureZionist congresses to meet andcontinue the work of the first one.Herzl was extremely proud of hisaccomplishments. Privately he wrote:At Basel I founded the Jewish State.In 1902 he published a novel, Old

New Land, which depicted life in asuccessful Jewish homeland twentyyears in the future. Tis new workgave hope to Zionists who were

frustrated with the slow pace ofprogress in obtaining a Jewish state.

On July 3, 1904, he died ofpneumonia. He was forty-four yearsold. In his will Herzl requested burialin Vienna, but for his body to remainthere only until the Jewish peoplewill ca rry my remains to Palestine.His request was fulfilled on August16, 1949, when his coffin was flown tothe State of Israel and reburied on ahill near Jerusalem that is now knownas Mount Herzl.

ACTIVITIES

1. Set Induction 1:Visual Introduction

2. Set Induction 2:Description of a City

3. Reading of ext

4. Closure: What do you think el Aviv is like?

YOU KNOW YOUVE SUCCEEDED WHEN1. Students can describe el Aviv.

2. Tat description includes (a) urban nature, (b) beachfront, and (c) Hebrew city.

ACTIVITIES

1. SET INDUCTION 1: VISUAL INTRODUCTION 1

a. As part of your preparation for this session, download and print out a number ofpictures of el Aviv. We are interested in showing (a) the modern city aspect, (b)the beach and perhaps Yafo, and (c) Hebrew signs, etc.

You can find these pictures at Google Images, or especially at www.goisrael.com.Te latter is a free site set up by the Israeli Ministry of ourism. It will be a greatphoto source for all your teaching of Israel. Also check out these Youube videos:http://www.youtube.com/watch?v=0AOHOkLzgPk&feature=related

http://www.youtube.com/watch?v=PJorsnArbqM&feature=related

http://www.youtube.com/watch?v=pI1_2YIozNo&NR=1

b. Set up your room like an art gallery. Post your el Aviv pictures around the roomand invite students to wander around and look at every picture. Tis can be doneas a sponge activity that will absorb students before and after the beginning ofclass, during that period when students keep arriving.

2. SET INDUCTION 2: DESCRIPTION OF A CITY

a. Begin your actual teaching by asking What things do you expect find in a city?

Let students brainstorm and write their answers on the board. You can expectthings like big buildings, long streets, many places to eat, departmentstores, etc.

b. Ask Which of these did you see in the pictures of el Aviv around the room?

3. READING OF TEXT

a. Have students open up to page 5 of the textbook.

b. Read the opening paragraph on the page out loud to the class.

4. CLOSURE

a. Ask What is el Aviv like? We have set up these answers already and should get(a) big city, (b) beach city, and (c) city filled with Hebrew, among other answers.

THE HISTORY OF TEL AVIV INCLUDING THE NAMETEL AVIV AND THE SHELL LOTTERY

TIME: 1530 minutes

BIG IDEAS

1. el Aviv started with the ancient city of Yaffo.

2. A group of sixty families decided to start a Jewish city.


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3. Te name el Aviv comes from the Hebrew translation of Teodor Herzls bookAlteneuland,Old New Land.

4. elis a hill made out of city ruins.Avivis spring. It is the old and the new.

5. Herzl said, If you will it, it is no dream.

6. Te shell lottery al located the lots of the new city.

ACTIVITIES

1. Set Induction:wo Shells2. Hevrutawork with text and questions

3. Going over the worksheet

4. SingingIm irtzu

5. Closure:Lessons about Israel learned from el Aviv


1. Students can retell the story of the founding of el Aviv.

2 Students can explain some of the lessons about the rebuilding of the State of Israel learnedfrom the story of el Aviv.

ACTIVITIES

1. SET INDUCTION: TWO SHELLS

a. ake two shells and write Dizengoff on one and the number 43 on the other.

b. When class begins, pass the shells around the room. Ask Can anyone figure out the storythese two shells tell? Accept all guesses but give nothing away.

c. Say wo shells just like these tell the story of the founding of el Aviv.

2. HEVRUTAWORK WITH TEXT AND QUESTIONS

a. Ask students to pick a partner. Hevrutais a traditional kind of learning in which two peoplework together to prepare a lesson the whole class goes over.

b. Pass out the worksheet on page 15 or write the questions on the board.

Ask students to read out loud together with their hevrutapartner the three sections that startwith Te History of Israel on page 5, Te Name el Aviv on page 6, and Te Shell Gameon pages 67. Ask them to fill out the worksheet while they are reading. Tey need completeonly one questionnaire per pair.

3. GOING OVER THE WORKSHEET

a. When everyone has finished, go over the answers.

1. What ancient city is the origin of modern el Aviv? Jaffa/Yafo. Tis is the city thatJonah left from on a boat. (Tat is a connection between modern Israel and the Bible.)

2. Why did the sixty families decide to leave and build a new city?It was too crowdedand too expensive. Tey came back to Israel to live in a Jewish place. Yafo was an Arabcity.

3. What was the original name of el Aviv?Tere are two answers. First, it comes fromthe Bible and is found in the book of Ezekiel. Second, it was the name of the Hebrewtranslation of Teodor Herzl s book Old New Land. Remember, a telis a hill made ofruined city built on top of ruined city. Avivis the Hebrew word for spring.

4. In what organization was Menahem Sheinkin active? Hovevei zion(Lovers of Zion).

5. What is Zion? Zion is a biblical word either specifically for Jerusalem or more generallyfor Israel. Te movement back to the land of Israel is called Zionism.


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6. What was Menahem Sheinkens contribution to the founding of el Aviv?(1) Hewas the one who suggested that the new city be named el Aviv. (2) He was one of thefounders of the first high school in Israel, the Herzliya Gymnasium.

7. Where is the name el Aviv first found? (1) In the Bible, in the book of Ezekiel. (2) It isNahum Sokolows name for the Hebrew translation of Herzls novel.

8. Why was it chosen for the name of the first new Jewish city in two thousandyears? It was a way of being both modern and historical at the same time.

9. What does If you will it, it is no dream mean?It means nothing is impossible if youare willing to work hard for it.

10. What story do the two shells tell?It is the democratic way in which the originalhousing lots in el Aviv were allocated.

4. SINGINGIM TIRTZU

a. Introduce and sing the Debbie Friedman songIm irtzu.

Im irtzu Ain Zo Aggadah If you will it is no fairy tale. Lhiyot Am Hofshi Bartzeinu o be a free people in our land Beretz Zion, Yerushalayim In the Land of Zion, Jerusalem

Te first line comes from Teodor Herzl; the last two lines come from Hatikvah, Israels

national anthem.b. If you do not know the song, or if you are bad at singing, ask the synagogues music person to

help you or to teach it at music time.

5. CLOSURE: LESSONS ABOUT ISRAEL LEARNED FROM TEL AVIV

a. Our final question for this section is How is the story of el Aviv like the story of the historyof the modern State of Israel?

Some right answers are:

Tey bought the land.

It was a democracy from the beginning.

Halutzim,pioneers, were the ones who started the ball rolling.

It was built out of the Zionist dream.

PLACES TO HANG OUT IN TEL AVIV: SHEINKIN, DIZENGOFF,THE TAYELET, AND YAFO

TIME: 1020 minutes

BIG IDEAS

1. Sheinkin Street is named after Menahem Sheinkin and is a hip place.

2. Dizengoff Street is named after Meir Dizengoff, who was the first mayor of el Aviv.

3. Te ayeletis a path that is built along the el Aviv beach line and is filled with restaurantsand kiosks and other fun stuff.

4. Yafo was an ancient port that has been rebuilt as a place for artists and galleries andnightlife.

5. el Aviv has a lot of wonderful places lhizdangef(to hang out). Lhizdangefis a verb builtfrom Dizengoffs name.

ACTIVITIES

1. Set Induction:Lhizdangef

2. Work in Four Groups: ravel Posters

3. Closure:Sharing of Posters


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4. Extension Activity:Street Name Activity


1. Students can explain the meaning and origin of lhizdangef.

2. Students work on designing a travel poster for one of four locations.

ACTIVITIES

1. SET INDUCTION: LHIZDANGEFa. Prepare for this activity by assembling (a) markers and pencils, (b) paper on which to make a

poster, (c) one or two graphics printed from the Internet for each of the four hangout areaswe are discussing, and (d) glue sticks.

b. Write the word lhizdangefon the blackboard. Explain that lhizdangefis Hebrew for to hangout. It is a slang word. It comes from Dizengoff Street, which is a major street in el Avivfilled with movie theaters, cafs, shopping, and the rest. Dizengoff Street is named after MeirDizengoff, who was the first mayor of el Aviv.

Setup: In this activity we are going to talk about places lhizdangefin el Aviv.

2. WORK IN FOUR GROUPS: TRAVEL POSTERS

a. Break the class into four groups: Sheinkin, Dizengoff, the ayelet, and Yafo. Make sure thateach group has supplies.

b. Direct the groups to each design and create a travel poster for their hangout place.

c. Write on the board: Sheinkin Street: pages 78 Dizengoff Street: page 8 Yafo: page 16

Te Hebert Samuel Promenade (ayelet): page 15

d. Give the groups time to work.

3. CLOSURE: SHARING OF POSTERS

a. Share the posters and hang them in various places in the room.4. EXTENSION ACTIVITY: STREET NAME ACTIVITY

8, On page 9 ofArtzeinuis a nice activity on Israeli street names. It shows how the streets of anIsraeli city tell the story of Israel. If youve got time, have students work in hevrutotto readand complete the material. Te bottom line of the page is After whom would you name anIsraeli street?

9. Here is a really fun extension activity. You can find a simple black-and-white el Aviv streetmap at http://www.lib.utexas.edu/maps/world_cities/telaviv.jpg. Run them off for the classand invite students to pick a street and research the history of the person after whom it isnamed.

MEET AN ISRAELI KID: GAL ABULAFIA

TIME: 1015 minutes

BIG IDEAS

1. Peoples names often tell stories.

2. Some Jews are Sefardim; they come from Arab lands.

3. Moroccan Jews have their own foods and customs.


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ACTIVITIES

1. Set Induction:Israeli Children

2. Reading the sidebar

3. Closure: Recording entries


1. Students can tell you some things about Gal Abulafia.2. Students record a message for Gal Abulafia.

ACTIVITIES

1. SET INDUCTION: ISRAELI CHILDREN

a. For this activity you are going to need a video camera and perhaps a playback system.

b. Explain that we are going to be meeting a different Israeli child in each chapter. Tis time wemeet Gal Abulafia on page 10.

2. READING THE SIDEBAR

a. Have students read the sidebar on Gal Abulafia. Ask What things have you learned about

Gal? How is he like you? How is he different? Our goal here is to have students pull and verbalize information from this sidebar. Our

purpose is to take this fictionalized biography and make it 3-D.

3. CLOSURE: RECORDING ENTRIES

a. Use the video camera to have each student send a very short message to Gal. Tese messagesshould have two parts: (a) a one- or two-sentence introduction of themselves and (b) aquestion or a comment for Gal.

b. Your class probably needs to see the video they have made.

THE DECLARATION OF ESTABLISHMENT

TIME: 3050 minutes

BIG IDEAS

1. Primary sources connect us to real history.

2. Te Declaration of Establishment is the Israeli Declaration of Independence.

3. Te Land of Israel is where the Jewish people started.

4. Te Jewish people have been in exile.

5. Te Jewish people have worked to rebuild a homeland in Israel.

6. Te Jewish people survived the Holocaust and have continued to work toward a homeland.

7. Te State of Israel will be a democracy open to all Jewish people.

8. Israel hoped to have peace with their Arab neighbors.

ACTIVITIES

1. Set Induction:Te Declaration of Independence

2. Paragraphs 13

3. Paragraph 7

4. Paragraph 13

5. Paragraph 17

6. Closure:Big Ideas to learn about Israel


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1. Students can explain the context of the Declaration of Establishment.

2. Students can restate some of the Big Ideas found in the Declaration.

ACTIVITIES

We have included the entire Declaration of Establishment on purpose. We believe that it isimportant for students to see the entire text and for teachers to have the option to teach more. Tislesson plan, however, is limited to a few of the paragraphs, a path that we believe is appropriate formost fifth and sixth graders. Feel free, if things are going well, to expand the area of study.

1. SET INDUCTION: THE DECLARATION OF INDEPENDENCE

a. Pass around a copy of the Declaration of Independence of the United States. Ask students toidentify it.

b. Establish that it was written in 1776 as a way of separating the United States from GreatBritain. It began the American Revolution.

c. Have students turn to page 12 in the textbook. Explain Israel has a similar document thatis called the Declaration of Establishment of the State of Israel. Israel didnt start with a

revolution. It started with a United Nations resolution. Great Britain had a mandate (control)over Palestine. Te United Nations passed a resolution for the partition of Palestine. Tepartition plan was intended to divide Palestine into two states, a Jewish one and an Arabone. Te leaders of the Zionist community met in Palestine and issued a Declaration ofEstablishment (based on the Declaration of Independence).

d. ake out the shells that you used to introduce the Shell Lottery. One of them has Dizengoffwritten on it and the other has 43. Use these shells to explain that Dizengoffs house wasthe place where the Declaration of Establishment was read and signed. It is now the IsraeliIndependence Hall.

2. PARAGRAPH 1

Have paragraph 1 read out loud. Go over these answers.

a. What is the eternal Book of Books? It is the Bible.

b. Does this reference make the writers of this document religious?No. It is religiouslanguage, but it is also a statement that can easily be made by anyone involved in Jewishculture. While some rabbis were present and signed the Declaration, the majority of thosewho signed were involved in secular Zionism.

c. What history are they talking about in this paragraph? Tey are talking about thetime between the Exodus from Egypt and the destruction of the Second emple. Tey aretalking about ancient Israel.

PARAGRAPHS 23

d. What story is being told in these two paragraphs? Te story of exile and living inDiaspora (outside of the Land of Israel), and then the story of the halutzimwho began theprocess of rebuilding the land.

e. Who are the pioneers mentioned? Tey are the halutzim, those who set up the earlykibbutzim and drained the swamplands. And they are the urban halutzimlike those whobuilt el Aviv.

3. PARAGRAPH 7

i. How do they use the Holocaust to justify the creation of a State of Israel? Teysimply mention the Holocaust to bring up the unique suffering of the Jewish people.


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j. What are they talking about when they say undaunted by difficulties,restrictions and dangers, and never ceased to assert their right to a life ofdignity, freedom and honest toil in their national homeland?Here they aretalking about how the British limited Jewish immigration into Palestine and made otherdecisions that favored the Arabs. Tis is the story of the Exodusand other acts of illegalimmigration into Israel, the Hagganah, etc.

4. PARAGRAPH 13

o. What vision of the future state is found in paragraph 13?It will be a place whereall Jews will be welcome and where all residents, nonJew or Jew, will be treated fairly. Itwill be a place of democracy, freedom, and equality.

p. What do they mean by ingathering of the exiles?Ingathering of the exiles isa Jewish religious term. It refers to the time when the Messiah will come and God willgather all the Jewish people from their dispersion around the world. Here they are sayingthat this modern State of Israel can be a step toward the redemption of the Jews.

5. PARAGRAPH 17

q. What is the hope of these four paragraphs? Te question asks about four paragraphs.You can limit it to just one, 17. It asks that Israel be able to live in peace with theirneighbors while establishing a Jewish state. It hopes that the Middle East will become a

region and not a collection of opposing states.

r. How well has this happened? Tis has happened somewhat. Israel has made peacewith Jordan and Egypt. Tere is now talk of negotiations with Syria (as I am writing thisteachers guide). On the other hand, Lebanon is in chaos (as the teachers guide is beingwritten), and the situation with the Palestinians is not good at all. Tere is a greater senseof connection now than there was in 1949, when all surrounding Arab states went to warwith Israel. Yet there is a lot of local violence.

6. CLOSURE: BIG IDEAS TO LEARN ABOUT ISRAEL

Collate the things we have learned about the State of Israel from the Declaration ofEstablishment.

Te modern State of Israel is connected to the ancient State of Israel. Te modern State of Israel can put an end to the exile of the Jews.

Te modern State of Israel was started by the efforts of the halutzim.

Te modern State of Israel grew out of the Holocaust and other experiences of anti-Semitism that Jews have experienced around the world.

Te modern State of Israel is open to all Jews.

Te modern State of Israel is a place of democracy.

Te modern State of Israel will strive to make peace with its neighbors.

BAUHAUS IN THE WHITE CITY

In order to teach this activity it is probably better that you know more about the el Aviv Bauhausmovement than is told in our brief sidebar. Te following websites will provide you with both goodgraphics and more background on the Bauhaus movement in el Aviv.

http://artlog.co.il/telaviv/intro.html

http://www.artlog.co.il/trip/

http://www.artlog.co.il/bauhaus/

http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/Architecture/Bauhaus.html

http://www.white-city.co.il/english/index.htm


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CHALLENGE: POVERTY IN ISRAEL

TIME: 1520 minutes

BIG IDEAS

1. While Israel is a rich country, it has a serious problem with poverty.

2. Te Orthodox and Arab communities make up a large percentage of those in need in Israel.

3. Because of the need to limit tax growth, government programs to help the poor have beencut back.

4. Israel (like America) has a gap between those who have enough and those who are poor.

ACTIVITIES

1. Set Induction:Israel faces challenges

2. Reading about poverty in Israel

3. Designing poverty programs

4. Closure:Sharing poverty programs


1. Students can describe some of the challenges of poverty in Israel.

2. Students create plans for dealing with the poverty problem.

ACTIVITIES

1. SET INDUCTION: ISRAEL FACES CHALLENGES

a. Start with the topic sentence: Israel has a lot of wonderful aspects, but it also has somechallenging problems.

b. Ask: What do you think are some of the challenges that Israel faces?

c. Collect answers. Write them on the board. Expect most of them to be about war and peace.Say We will find some of these in our textbook; others we may want to get to on our own. Wewill find a Challenge for Israel in almost every chapter.

2. READING ABOUT POVERTY IN ISRAELa. Say In this chapter we are going to talk about poverty in Israel. Open your books to page 17

and read the text on your own.

b. Ask What are some of the things you learned?

Israel has a big gap between rich and poor.

A quarter of Israeli children live in poverty.

Haredi(ultra-Orthodox) and Arabs are among the major groups with members in poverty.

Tis is partially connected to not serving in the army.

How to fix these problems without raising taxes is a problem for Israel.

3. DESIGNING POVERTY PROGRAMS

Break the class into groups of four. Ask each group to design two poverty programs they thinkthe Israeli government could run that would make an impact on poverty in Israel.

4. CLOSURE: SHARING POVERTY PROGRAMS

Have each group share its program with the class.


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CLOSURE: YOU BE THE TOUR GUIDE

TIME: 1015 minutes

BIG IDEAS

1. el Aviv is a fun place.

2. Students should believe that they can visit Israel.

ACTIVITIES1. Set Induction: Planning a Day in el Aviv

2. Groups make plans

3. Closure:Next week we are going to the Dead Sea


Students can pick the thing they would like to do in el Aviv.

ACTIVITIES

1. SET INDUCTION: PLANNING A DAY IN TEL AVIV

Say oday we are going to plan a day in el Aviv. urn to page 18 in the book.

2. GROUPS MAKE PLANS

Break the class into groups of two to five. Have them plan a schedule based on page 19.

3. CLOSURE: NEXT WEEK WE ARE GOING TO THE DEAD SEA

a. Tere is no need to go over this activity with the whole class. It would be really boring. Youcan have students share their choices if you want that involvement. Meanwhile, you shouldcirculate around the room and check on groups as they work.

b. Set up next week as the start of our unit on the Dead Sea.


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CHAPTER THREE: THE DEAD SEA

OVERVIEWWe go to the Dead Sea and make three basic stops: Qumran, Ein Gedi, and Masada. But underlyingthese individual locations is an ongoing focus on archaeology. Basically, dig anywhere in Israel andyou will find some piece of history. Archaeology connects to a national sense of history. It is as ifeach time you peel away a layer of soil, you uncover another stratum in the story of the Jewishpeople and their land.

Archaeology is a big deal in Israel. It can almost be considered the national story. Understandingarchaeology is a question of understanding reconstruction. It is ultimately all about how we go fromfragments of pots and ruined walls to the story of what happened at a given time.

In this chapter we are not going to focus just on visiting archaeological ruins. Rather, our deep focusis on the importance of history to our people. It is the way that a new land is real ly an ancient place.

Tese lesson elements are available in this chapter.

1. Set Induction: Te Great Rift

2. Israel ime Line

3. Introduction to Archaeology (explaining Qumran)

4. Qumran

5. Meet an Israeli Kid: Ruti Kaufman

6. Te Dead Sea Scrolls, Copper Scroll Activity

7. Ein Gedi

8. wo Versions of the Same Story

9. Masada

10. Yigal Yadin 11. Elazar Ben Yairs Final Speech

12. Floating in the Dead Sea and Four Other Tings to Do

13. Challenge for Israel: Israeli Arabs

Again let us assume that you have three sessions in which to cover the Dead Sea. Basically we aregoing to split those the weeks up into Qumran week, Ein Gedi week, and Dead Sea Scrolls week. Teother elements will be shoehorned between those three theme weeks. In three weeks we will notread everything in the chapter. If you have more time, you can do more.

Lesson 1Qumran Week: (1) Set Induction: the Great Rift, (3) Introduction to Archaeology, (4)Qumran, (6) Dead Sea Scrolls, Copper Scroll Activity.

Lesson 2Ein Gedi Week: (12) Floating in the Dead Sea and Four Other Tings to Do, (5) Meet an

Israeli Kid: Ruti Kaufman, (7) Ein Gedi, (8) wo Versions of the Same Story.

Lesson 3Masada Week: (10) Yigal Yadin, (9) Masada, (11) Elazar Ben Yairs Final Speech.

If you have only two sessions, it is recommended that you trim each part and cut out (3)Introduction to Archaeology, (6) Copper Scroll Activity, and (10) Yigal Yadin.

If you have a fourth week, then you can add to the mix (2) Israel ime Line and (13) Challenge forIsrael: Israeli Arabs (the part I felt worst about leaving out).


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SET INDUCTION: THE GREAT RIFT

TIME: 510 minutes

BIG IDEAS

1. Te Dead Sea was created by a huge earthquake that created the Rift Valley.

2. Te Dead Sea is full of minerals because water comes in but does not flow out.

3. Te Dead Sea is the lowest point on Earth.

ACTIVITIES

1. Set Induction 1:Examining a Map

2. alking about the Jordan Rift

3. Closure:What is the Dead Sea area like?


1. Students can describe the Rift Valley.

2. Students can state that the Dead Sea is: (a) a salt sea, (b) mainly desert with a fewoases, and (c) the lowest point on Earth.

ACTIVITIES1. SET INDUCTION 1: EXAMINING A MAP

a. Te ideal way to begin this lesson would be with a wall-sized satellite or topographicalmap of Israel. If you dont have one, use the Israel map on page 3.

b. Have students locate (a) the Kinneret, (b) the Jordan River, (c) the Dead Sea, and (d) theRed Sea. When your help is needed, give it.

2. TALKING ABOUT THE JORDAN RIFT

a. Point out that there is a huge valley that starts near the Kinneret, contains the Dead Sea,and goes down to the Red Sea. Tis is called the Rift Valley or the Jordan Rift Valley,or sometimes the Great Rift. It was formed by an earthquake when two tectonic plates

(portions of the earths crust) moved apart. You can point out that earthquakes happenwhen tectonic plates move.

b. Ask What water flows into the Dead Sea? Answer: Te Jordan River. Ask Where doesit come from? Answer: Te Kinneret. Ask What water flows out of the Dead Sea?Answer: None. Ask What does this do to the Dead Sea? Answer: It fills with minerals.It is a salt sea. It has a mineral content that is so high that you cant sink. You can float onyour back and read a newspaper.

Add Te Rift Valley is so deep that the Dead Sea is the lowest place on Earth. It is also inthe middle of the Judean Desert, and there are only a few oases.

c. Move to page 22. Ask Why is the boy on this map covered in mud? Answer: It is DeadSea mud, and because of the mineral content it is supposed to be good for your skin and

your health.3. CLOSURE: WHAT IS THE DEAD SEA AREA LIKE?

a. What do we know about the Dead Sea? Te answers should include: (a) it is a salt sea, (b) itis surrounded mainly by desert with a few oases, and (c) it is the lowest point on Earth.

b. Look at the map on page 22. We are going to visit three places on the Dead Sea: Qumran,Ein Gedi, and Masada.

c. From the basic borders it looks as if Qumran is in the West Bank; but Israel controls oneside of the coastal area of the Dead Sea, and Jordan controls the other.

F.Y.I.Te Esseneswere a Jewish religiousgroup that was successfulfrom about 200 ... to100 .. Te main sourceof information about thelife and belief of Essenesis the detailed accountcontained in a work ofthe first century Jewishhistoriographer FlaviusJosephus. Te only otherknown contemporaryaccounts about the Essenesare two similarly detailedones by the Jewishphilosopher Philo.

According to Josephus,the Essenes lived notin one city but in largenumbers in every town.Philo speaks of more thanfour thousand in manycities of Judaea and inmany villages and groupedin great societies of manymembers.

Pliny, a Roman historian,puts them on the westside of the Dead Sea, awayfrom the coast[above]the town of Ein Gedi.

Some modern scholars andarchaeologists have arguedthat Essenes inhabited thesettlement at Qumran.Many scholars believe thatthe community at Qumranthat allegedly producedthe Dead Sea Scrolls wasan offshoot of the Essenes;however, this t heory hasbeen disputed by otherscholars.


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ISRAEL TIME LINEHistory is a problem for fifth graders. According to Piaget, chronological historywill not make much sense until after age twelve or thirteen. But we cant deal withvisiting Israel and seeing things without a sense of the history of Israel, even thoughchronology is not something we expect our students to master. Terefore, in thissection we have included an overview of the history of the Land of Israel that can beused here or later in the process.

TIME: 1525 minutes

BIG IDEAS

1. Knowing the major periods in the history of the Land of Israel will make iteasier to study. Tis includes knowing a fact or two about each period.

2. Knowing that Jews use ... and .. is an important identity issue.

3. Students are not expected to master the chronology of the history of Israel,but they are expected to master the use of a time line to find individualperiods.

ACTIVITIES

1. Set Induction 1:.../..2. Small groups work with card decks

3. Closure:Pin up time line around the room


1. Students can explain the use of ... and ..

2. Students view the time line as a tool for finding historical periods.

1. SET INDUCTION 1: ...-/..

Common Era (abbreviated ..) is a designation for the period of time beginningwith year 1 ..., is described as Before the Common Era. Te numbering of yearsis identical to the numbering in the ../.. system but does reference history using

Jesus as the reference point. ... and .. are growing in scholarly acceptance.a. Ask: What year is this? Example: 2008. Ten ask (for example): What year was

it 2008 years ago? Expect the answer Zero. But the correct answer is 1 ...Tere is no year zero. Ten ask the equivalent of What year was it 2009 yearsago? Answer, 2 ... Te year after 1 ... is 1 ..

b. Explain that labeling years .. and .. are Christian designations that areconnected to the death of Jesus. Jews use ... (Before the Common Era) and.. (Common Era). So do many scholars.

2. SMALL GROUPS WORK WITH CARD DECKS

a. Here is the first preparation you need to do. You are going to need four to sixdecks of 3 x 5 cards. On each card should be the name of the period e.g., Te

Crusades. You will find the list of periods in Appendix 1. A set of model cards isdownloadable from http://wiki.torahaura.com. You will also need a set of 8 x11 pages that have the names and dates for each period. You will need some bluetack or some other way to hang these pages around the room (and leave them up).

b. Break the class into groups of four to six. Direct the groups to sort through thecards and put them into two piles: the ones they know about and the ones theydont.

c. Ask the group to try to put those that they know in the right historical order.WARNING: Tis is developmentally a bad task for 1011-year-olds. Tey are a

F.Y.I. Te Dead Sea Scrolls consistof about a thousand documents,including texts from the HebrewBible, discovered between 1947 and1979. Tey were found in eleven cavesin and around the Wadi Qumran nearthe ruins of the ancient settlementof Qumran. Te texts are of greatreligious and historical significance,as they include practically the onlyknown surviving copies of Biblicaldocuments made before 100 ..

It is generally accepted that a Bedouingoat- or sheep-herder by the nameof Mohammed Ahmed el-Hamed(nicknamed edh-Dhib, the wolf)made the first discovery. In the mostcommonly told story the shepherdthrew a rock into a cave in an attemptto drive out a missing animal underhis care. Te shattering sound ofpottery drew him into the cave,where he found several ancient jarscontaining scrolls wrapped in linen.Dr. John C. rever carried out a

number of interviews with severalmen going by the name of Mohammeedh-Dhib, each telling a differentversion of this story.

Te scrolls were first brought to aBethlehem antiquities dealer namedIbrahim Ijha, who returned t hemafter being warned that they mighthave been stolen from a synagogue.Te scrolls then fell into the hands ofKando, a cobbler and antiques dealer.Arrangements with the Bedouinsleft the scrolls in the hands of a thirdparty until a sale could be negotiatedTat third party, George Ishaya,

contacted St. Marks Monasteryin the hope of getting an appraisalof the nature of the texts. News ofthe find then reached MetropolitanAthanasius Yeshue Samuel, a.k.a. MarSamuel.

After examining the scrolls andsuspecting their age, Mar Samuelexpressed an interest in purchasingthem. Four scrolls found their wayinto his hands. More scrolls soonsurfaced in the antiquities market,and Professor Elazar Sukenik, anIsraeli archaeologist and scholar atHebrew University, found himself in

possession of three.By the end of 1947 Sukenik receivedword of the scrolls in Mar Samuelspossession and attempted to purchasthem. No deal was reached, andinstead the scrolls were sold tothe American School of OrientalResearch. Some of the Dead SeaScrolls went up for sale in a June 1,1954 advertisement in the Wall StreetJournal.

MISCELLANEOUS FOR SALEHE FOUR DEAD SEA SCROLLS


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year or two away from really understanding chronological history. We are doing this inorder to get them familiar with the elements, not to have them get a correct answer. Makesure that you point out that this is hard and that they did a good job.

3. CLOSURE: PIN UP TIME LINE AROUND THE ROOM

a. Te job is now to hang the time line around the room and give a short explanation of eachperiod. You will find the basic script in Appendix 1.

b. Pick individual periods in history like the Ottoman Empire, the Crusades, etc., and havestudents stand under them.

INTRODUCTION TO ARCHAEOLOGY EXPLAININGQUMRANOur goal here is not to teach our students how to work at a dig, though that is a great extensionactivity. Our purpose is to talk about how one goes from the artifacts that were dug up totheories about what the story of a given place could be.

TIME: 510 minutes

BIG IDEAS

1. Archaeology is about reconstruction of a story.

2. A reconstruction is a best guess based on evidence.

ACTIVITIES

1. Set Induction 1:Te items in the wastebasket

2. Reconstructions

3. Closure:Application to the task of archaeology


1. Students work out a wastebasket theory.

2. Students can explain how archaeology is a process of reconstruction.

ACTIVITIES

1. SET INDUCTION 1: THE ITEMS IN THE WASTEBASKET

Tere are three ways of doing this first activity.

Bring in a wastebasket with a used hamburger wrap with a toothpick in it, a carton ofmilk (empty), and a ripped kippah.

Bring in a wastebasket with artistic representations of the three items.

Read the first paragraph of Explaining Qumran (page 25) to the class.

2. RECONSTRUCTIONS

a. Invite the class to use the evidence from the wastebasket to figure out who the person

who owned the wastebasket was. Listen and record all theories on the board.b. Have students open up the book and read the three indented items (a, b, and c) on page

25.

3. CLOSURE: APPLICATION TO THE TASK OF ARCHAEOLOGY

Ask How is archaeology like digging through a wastebasket?

You wil l hear many answers, including:

a. Most of what you dig up is the junk people left behind.

b. As in our case, one has to go from evidence to theories.

Biblical manuscripts datingback to at least 200 .. arefor sale. Tis would be anideal gift to an educationalor religious institution byan individual or group.Box F 206 WALL SREEJOURNAL

Te significance of thescrolls relates in a largepart to what they teachabout the history ofthe Bible. Before thediscovery of the Dead SeaScrolls, the oldest Hebrewmanuscripts of the Biblewere Masoretic textsdating to the 800s ..Te biblical manuscriptsfound among the DeadSea Scrolls go as far backas the second century... Before the discovery,Greek manuscripts werethe earliest versions of

biblical manuscripts.Although a few of the textsfound at Qumran differsignificantly from theMasoretic text (the officialHebrew version), most donot. Te scrolls provide theability to be more confidentof many readings.

Further, the texts fromvarious religious sects thatare found among the DeadSea Scrolls, most of whichwere previously unknown,offer new light on one

form of Judaism practicedduring the Second empleperiod.


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FLOATING IN THE DEAD SEA AND FOUR OTHER THINGS TODO, PLUS MEET AN ISRAELI KID: RUTI KAUFMANTis activity is really meeting our next Israeli child, an Ashkenazi girl who is at the Dead Sea on awinter vacation. We will use page 36, which covers things to do at the Dead Sea, to introduce her.

TIME: 510 minutes

BIG IDEAS1. Te Dead Sea is a warm place that is good for vacations.

2. Israeli dance is popular in Israel.

3. Not all Jews in Israel are religious. Some are hiloni, secular.

4. Ashkenazi is the name for Jews who come from European and Eastern European nations(except Spain).

5. Schnitzel is an Ashkenazi food.

ACTIVITIES

1. Set Induction:Lets look at things to do at the Dead Sea

2. ransition:We are going to meet Ruti Kaufman, whose family left cold Jerusalem tovacation at the Dead Sea

3. Closure:Tree Questions for Ruti


1. Students can explain why Rutis family took a winter vacation in Eilat.

2. Students can state one thing they would like to do near the Dead Sea.

3. Students can write three questions they would like to ask Ruti.

ACTIVITIES

1. SET INDUCTION: LETS LOOK AT THINGS TO DO AT THE DEAD SEA

a. Have students pick a hevrutapartner and open their books to page 36. Ask the teams to usethe page to pick one thing they most want to do in the Dead Sea area.

b. Have the pairs share their choices of what to do. You wil l probably get a lot of funnycomments. Enjoy them.

2. TRANSITION: WE ARE GOING TO MEET RUTI KAUFMAN, WHOSE FAMILY LEFTCOLD JERUSALEM TO VACATION AT THE DEAD SEA.

a. Say We are going to Meet Ruti Kaufman, whose family left cold Jerusalem to vacation at theDead Sea.

b. Say urn to page 25 in your books and read about Ruti Kaufman. Ten write three questionsyoud like to ask Ruti.

3. CLOSURE: THREE QUESTIONS FOR RUTI

Close this lesson segment by inviting those who want to share their questions to do so.


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THE DEAD SEA SCROLLS, COPPER SCROLL ACTIVITY

TIME: 1015 minutes

BIG IDEAS

1. Te Dead Sea Scrolls are the oldest copies we have of the biblical text.

2. Tey were found in a cave by a Bedouin shepherd.

3. Some of the scrolls are now in Israel.

4. If we know Hebrew, we can read the intact scrolls.

5. Te Copper Scroll is one of the strangest of these documents.

ACTIVITIES

1. Set Induction:Finding the fifth word in the top line

2. ransition:elling the story of the Dead Sea Scrolls

3. Closure:Copper Scroll Exercises


1. Students can identify the word eretz(land).2. Students can restate the story of the Dead Sea Scrolls.

3. Students create a map of the Copper Scroll.

ACTIVITIES

1. SET INDUCTION: FINDING THE FIFTH WORD IN THE TOP LINE

a. Have students open their books to page 28. Make it clear that the picture on the bottom is areal text from a Dead Sea scroll. Ask students to count five words in from the right on the topline. Ask them to read that word. If necessary, help them out. It is eretz(land).

b. Invite students to find other words they can read.

2. TRANSITION: TELLING THE STORY OF THE DEAD SEA SCROLLS

We have already read the story of finding the Dead Sea Scrolls in the Qumran section of the text

(page 24). Either retell the story to the students with their help, or have them retell the story toyou with your help. Te background piece at the beginning of this activity will provide you withadditional information.

3. CLOSURE: COPPER SCROLL EXERCISES

4. On page 27, the Copper Scroll is a just for fun activity. We are allowing students to create atreasure map with none of the locations known. Make sure that students know that we areplaying with this map.

EIN GEDI

TIME: 1015 minutes

BIG IDEAS

1. Ein Gedi is an oasis in the desert with great flora and fauna.

2. Ein Gedi has a long history of both habitation and abandonment.

3. Ein Gedi is both a nature preserve and a kibbutz.


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ACTIVITIES

1. Set Induction:Do the Ein Gedi gallery thing

2. ransition:Read the text

3. Closure:List of important lessons from the text


Students can describe Ein Gedi.

ACTIVITIES

1. SET INDUCTION: DO THE EIN GEDI GALLERY THING

a. wo options:

Download some images of Ein Gedi and post them around the room.

Open up to pages 28 and 29 and look at the two photographs.

b. Use the images to establish that Ein Gedi is a desert area with some waterin otherwords, an oasis.

2. TRANSITION: READ THE TEXT

Have students read the text in hevrutotand decide on three major points found in thematerial on Ein Gedi (pages 2829).

3. CLOSURE: LIST OF IMPORTANT LESSONS FROM THE TEXT

Among the important things they will find are:

Ein Gedi is an oasis.

Ein Gedi has a kibbutz and sells bottled water.

Tere is a huge nature preserve in Ein Gedi.

Settlement here goes back to 4000 ...

Settlements were located here on and off.

An American tried to name it George Washington Spring (a great thing to discuss).

TWO VERSIONS OF THE SAME STORY

TIME: 20 minutes

BIG IDEAS

1. Ein Gedi is a place where David hid from King Saul.

2. Te Bible and the Midrash tell different versions of the same story.

3. Te Bible story emphasizes Davids respect for the anointed king.

4. Te Midrash teaches that everything that God created has a purpose.

ACTIVITIES

1. Set Induction:Introduction of two stories2. Reading or telling of the stories

3. Hevrutawork on questions

4. Closure: Discussion of questions


1. Students can retell the two stories.

2. Students can find the lesson in each story.

3. Students can connect the stories to Ein Gedi.

F.Y.I:According to theaccount of Josephus in hisTe Jewish War, the NewHampshire state motto, LiveFree or Die, was created bythe Jewish rebel leader ElazarBen Yair in a bid to convincehis almost one thousandfollowers that suicide waspreferable to defeat at thehands of Rome.

During the outbreak of theGreat Revolt Masada playedno central role. Te actionwas in Jerusalem and theGalilee. However, whenJewish rebel groups beganto wage relentless gangwarfare among themselves,the Sicarii followers ofElazar Ben Yair were forcedto evacuate Jerusalem. Forthe Jewish rebel groups thefanatical extremism of theSicarii was seen as a menace

to public safety. Josephusrelates that the Sicarii,upon leaving Jerusalem,descended to the JudaeanDesert. Overpowering theRoman garrison at Masada,the Sicarii established theirmain camp atop the lonelymountain in 66 .. As therevolt continued, Masadabecame the home for almosta thousand men, women, andchildren.

Who were the Sicarii?Sicarii derives from Latin,

from the short, concealablesword that this rebel groupused against their rivals.On holidays and marketdays, when the streets werefull of people, the Sicariiwould knife Jews suspectedof collaboration with theRomans. For the rebelsthemselves, the title kannaim,Zealots, was probably one ofgreat pride. Te term zealot(kannai)is used in Numbers25. In the wanderings inthe desert, the Israelitecamp was attacked by theMidianites. Pinhas Ben Elazarresponded to the Midianiteencroachment, and the orahsays because he was zealousfor my sake (Numbers25:11), God bestowed uponhim a blessing of peace. TeZealots of the Second emplemodeled themselves on theexample of Pinhas and, ofcourse, on the Maccabean


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ACTIVITIES

Tis activity comes with a problem: a lot of reading. Te best solution to the problem is for youto tell the second story, cutting the reading in half.

1. SET INDUCTION: INTRODUCTION OF TWO STORIES

Say In the Bible there is a story in which David (soon to be King David) hides from KingSaul. We are going to read that story. Ten I am going to tell you the story of a Midrash

based on that story. A Midrash is a story based on a biblical story.2. READING OR TELLING OF THE STORIES

a. Say Open the book to page 30. We are going to read this story. Who knows where it isfrom? (Hint: Look at the end of the story.) Answer: Second Samuel chapter 24. Samuelwas a prophet who anointed both Saul and David as kings.

b. ake turns with a student reading each of the paragraphs.

c. Ten tell the second story, David and the Spider, to the class.

3. HEVRUTAWORK ON QUESTIONS

Have students work with a hevrutapartner to prepare answers to the four questions at thebottom of page 31.

4. CLOSURE: DISCUSSION OF QUESTIONS

Go over the questions. Make it clear that the first story is a biblical text and that thesecond is a Midrash.

1. How are the stories similar?Tey both involve David hiding in a cave at EinGedi.

2. How are they different?One is realistic and deals with relationships; the other ismore magical and deals with Davids relationship with God.

3. What is the lesson of the first story? David respected Saul (even though he wascrazy) because he had been anointed as Gods King of Israel.

4. What is the lesson of the second story?Tere is a reason even for spiders.Everything that God created has a purpose.

MASADA

TIME: 1520 minutes

BIG IDEAS

1. Masada was built by King Herod.

2. It was taken over by the Sicarii, Jewish rebels.

3. Te Romans attacked Masada.

4. Te Romans built a ramp to get to the top of the mountain.

5. Te Sicarii committed suicide and burned everything but the food stores.

ACTIVITIES

1. Set Induction:Masada our

2. Hevrutawork on questionnaire

3. Closure:Going over the questionnaire


1. Students can tell the basic story of Masada.

2. Students can answer a series of questions about Masada.

revolt against the decrees ofAntiochus Epiphanes.

In Pharisaic Judaism atradition of martyrdom didexist. Beginning with theHassidim of the Maccabeanrevolt, inspired by the Bookof Daniel, normative Judaismdefined three occasions whensuicide for the sanctificationof Gods name (Kiddushha-Shem) was obligatory. Inthe first case, one should bewilling to die rather thanbe forced to worship idols.Secondly, one should bewilling to die rather thanbe forced to take anotherhuman life. And thirdly, oneshould be willing to die rathethan be forced to engagein those sexual practicesthat the Bible defines asabominations. It seems thatfor the Sicarii of Masada, a

fourth occasion also obligatea Jew to be prepared to die.In the eyes of the Zealots, aJew was obligated to acceptdeath rather than accept theauthority of foreign rule.

Te Sicarii defined the Jewishacceptance of foreign ruleover the Chosen People as adesecration of Gods name(Hillul ha-Shem). Teir revoltwas a religious-political actdesigned not simply to drivethe Romans out of the Landof Israel, but to prove the

might of the God of Israelover the idols of the RomanEmpire. Messianicallyinspired, they held thattheir revolt would stir Godsintervention on the side ofthe Jewish people and hastenthe coming of the messiahwho would lead Israel intocombat against Rome.


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ACTIVITIES

1. SET INDUCTION: MASADA TOUR

Te best way to begin a Masada lesson is with a visual tour of the archaeological ruins at Masada.Tis can be done with a slide show. It would be nice if you can find someone in the congregationwho will share his or her Masada pictures. Ask your educator or rabbi to help. It would be great ifyou had your own Masada video or image collection. Otherwise, go to Youube and see what youcan find (and there is a lot). All you have to do is solve the problem of showing Youube videosin your classroom. By the way, there are also videos from a great jazz group called Masada thatwont help you at all.

2. HEVRUTAWORK ON QUESTIONNAIRE

Break the class into hevrutotand have them read and answer the following questions.

a. What does Masada mean?

b. Who built Masada? Why?

c. Who took over Masada? Why?

d. Who went after the group that took over Masada?

e. How was Masada defeated?

f. What happened to the group that was on Masada defending it?

g. Tere is an Israeli saying: Masada will never fall again. What does it mean?

3. CLOSURE: GOING OVER THE QUESTIONNAIRE

As a class, go over the questionnaire.

a. What does Masada mean? Fortress

b. Who built Masada? Why? King Herod built it as a place to hide in case of a revolution.

c. Who took over Masada? Why? Te Sicarii, Jewish rebels who were hiding from Rome

d. Who went after the group that took over Masada? Lucius Flavus Silva, a Romangeneral.

e. How was Masada defeated?Te Romans built a ramp and then brought siegeequipment up the ramp.

f. What happened to the group that was on Masada defending it?Tey all committedsuicide and burned everything except their food stores.

g. Tere is an Israeli saying: Masada will never fall again. What does it mean?TeSicarii were brave and fought well, but they fought a battle they could not win. Te Israelisare saying that we will be as brave as the Sicarii but will never be put in a position wherewe cannot win.

YIGAL YADIN

TIME: 5 minutes

BIG IDEAS

1. Yigal Yadin was both a soldier and an archaeologist.2. Yigal Yadin and his father both acquired Dead Sea Scrolls.

3. Yigal Yadin excavated Masada.

ACTIVITIES

1. Set Induction:What do we already know about Yigal Yadin?

2. Reading the text

3. Closure:Answering the questions


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1. Students can tell about Yigal Yadin.

2. Students write an obituary for Yigal Yadin.

ACTIVITIES

1. SET INDUCTION: WHAT DO WE ALREADY KNOW ABOUT YIGAL YADIN?

Ask: What do we already know about Yigal Yadin?In the Qumran unit we learned that both his father E.L. Sukenik and Yigal Yadin wereresponsible for acquiring Dead Sea Scrolls for Israel.

2. READING THE TEXT

Get it over with. Just read this text to your class.

3. CLOSURE: ANSWERING THE QUESTIONS

Discuss the first question and give students a piece of paper on which to write an obituary forYadin.

1. What is Yigal Yadins connection to the Dead Sea Scrolls? (a) His father acquiredsome of the scrolls. (b) He acquired some of the scrolls. (c) His Ph.D. dissertation and hisresearch were about decoding the scrolls.

2. Write a one-sentence obituary of Yigal Yadin. Here is one example: Yigal Yadin was asoldier, archaeologist, and politician.

ELAZAR BEN YAIRS FINAL SPEECH

TIME: 20 minutes

BIG IDEAS

1. Elazar Ben Yair led the group on Masada.

2. Tey committed suicide rather than surrender to the Romans.

3. Usually suicide is against Jewish law.

ACTIVITIES

1. Set Induction:Introducing Elazar Ben Yair

2. Guest Elazar delivers the speech

3. Students question Elazar

4. Closure:Discussion of suicide


1. Students can tell the story of the ending of the Jews on Masada.

2. Students participate in a discussion of suicide.

ACTIVITIES

Te idea of this lesson is to have Elazar Ben Yair visit your class. You must find someone who willwalk into your room in a costume, deliver Elazars speech, and answer questions. Work with youreducator or rabbi to find the right person.

1. SET INDUCTION: INTRODUCING ELAZAR BEN YAIR

Have your Elazar Ben Yair enter the class in costume. Introduce him and his history for the class.

2. GUEST ELAZAR DELIVERS THE SPEECH

Have Elazar give his speech to the class. Yes, he can read it.


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3. STUDENTS QUESTION ELAZAR

Invite students to ask questions of Elazar. Among the expected questions will be Why didyou hate the Romans? and Why did you commit suicide? Both answers are found in thebackground material above.

4. CLOSURE: DISCUSSION OF SUICIDE

Te story of the Sicarii raises a big question. Te Sicarii committed suicide, something that isusually against Jewish law. Run a debate in your class, asking whether or not the Sicarii did theright thing. It doesnt matter which side wins in your classroom. What matters is that youunderline that suicide is wrong for individuals.

CHALLENGE FOR ISRAEL: ISRAELI ARABS

TIME: 1520 minutes

BIG IDEAS

1. Arabs who live in Israel are full citizens.

2. Tey are not treated as well as Jewish citizens.

3. Usually suicide is against Jewish law.

ACTIVITIES

1. Set Induction:When we study Israel we study challenges as well as wonderful things.

2. Reading the text

3. Review of the good things and problems for Israeli Arabs

4. Closure:Discussion of what Israel can do


1. Students can define an Israeli Arab.

2. Students can explain the problems Israeli Arabs have. Activities

ACTIVITIES

1. SET INDUCTION: WHEN WE STUDY ISRAEL WE STUDY CHALLENGES AS WELL ASWONDERFUL THINGS

Review the idea that Israel is a real place with problems and well as wondrous opportunities. ounderstand Israel (and to love her), it is important that we know about both.

2. READING THE TEXT

Have students read the text on page 37 silently.

3. REVIEW OF

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