The History of Israel Teacher’s Guide by David Bianco, Micah Streiffer, and Joel Lurie Grishaver

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The History of Israel David Bianco

The History of Israel An Instant Lesson Series Teacher’s Guide David Bianco, Micah Streiffer, and Joel Lurie Grishaver

Grades: 6-Adult Format: 12 Lesson Folders—each lesson is either four or eight pages long Timing: Lessons can take between 1 and 4 hours

The History of Israel Instant Lesson Series is a resource for teaching about the evolution and development of the State of Israel. • Each of these units allows for one to four hours of teachings. • They cover an arc of time starting with the foundations of political Zionism in Europe, include a portrait of the five major Aliyot, and move through the founding of the State to the wars and situations that have followed. • A wonderful Israel course can be built out of these lessons as a group, or individual lessons can be used as part of a framework for teaching about Israel. That choice is yours. • We have evolved this material as a sequence of stand-alone lessons rather than as book on purpose. In this way, you, the teacher, get to adapt these materials to the way you want to teach. You get to choose the number and the sequence of the materials you will use. You can mix them and match them and evolve your own way of using them.

The Format The lessons are constructed of two essential elements: 1. At the core is an essay that would be the equivalent of a chapter found in a good his-

tory text. This essay is surrounded with highquality historical photographs and quotations, which offer a second layer of learning opportunities. 2. In addition, each of these lessons contains a classroom activity that uses the information taught in the chapter and that asks students to apply that information to develop a deeper understanding.

The Lessons These lessons allow for a chronological teaching of the history of Israel. That is, of course, not the only way that this material could be presented. There are all kinds of thematic structures that work as well. Your job as a teacher is to find the structure that will work for you. other materials and resources can easily be interwoven with these lessons. The lessons include:

Theodor Herzl—herzl was the founder of Political Zionism. In 1891 he was a reporter at the Dreyfus trial, and that experience of antiSemitism triggered his Zionism. In many ways, his biography provides an opportunity to trace the roots of modern Zionism as a response to European antisemitism. This lesson uses herzl’s biography to give students a chance to think about issues of identity and Zionist history and apply some of those concepts to their own lives.

The Balfour Declaration—In 1917 the British government issued the Balfour Declaration, which declares that “his Majesty’s governhistory of Israel Teacher’s Guide—3

Rav Kook—Rabbi Abraham Isaac Kook was

ment views with favour the establishment of a national homeland for the Jewish people in Palestine.” It was a turning point, a moment when the actualization of the Zionist ideal, the realization of a Jewish State, for the first time seemed possible. This lesson not only teaches that moment, but helps to define the political struggles that emerged as the Jewish settlement in Israel grew after WWI.

the founder of Religious Zionism, the first modern Chief Rabbi of the Land of Israel, and one of the first Orthodox rabbis to support the idea of a Jewish state. This lesson is biography that helps students explore Kook’s life and ideas. It also allows you to introduce the problem of Israel being both a secular state and a religious place.

The Five Aliyot—Israel is a country that

David Ben-Gurion—Ben-Gurion was Israel’s

was built in layers. Each of these layers is an aliyah, a wave of immigration. These include a Russian aliyah of pioneers starting around 1881; a second Russian wave that came in response to a wave of pogroms between 1903 and 1905; a third wave, mainly of Russian Socialists, that came between 1917 and the mid1920s; a fourth wave of more middle class, urban Jews, who came in the mid-1920s; and a fifth aliyah, a wave trying to escape Nazi Germany, which came in the 1930s. This lesson both helps students understand the impact of world history on the foundation of Israel and describes the diversity of motivation and ideology of the settlers who came.

The Kibbutz—The kibbutz is one of Israel’s unique institutions. This lesson starts with the history of the kibbutz and its creation by early settlers. It ends with a simulated kibbutz meeting that struggles with the compromises that are facing the modern kibbutz movement, the changes that may be ending the viability of kibbutzim as a way of life. This lesson moves from the history of the kibbutz to its possible futures.

Henrietta Szold—Henrietta Szold was born in 1860 and died in 1945. She was part of the pioneer process that helped to create the state. Her role in the creation of Hadassah and Youth Aliyah are both significant parts of the story of how Israel came to be. Szold’s life story is also important because it tells the story of a woman who came to major leadership and influence. This lesson fits into both contexts. —History of Israel Teacher’s Guide

charismatic and eccentric founding father, first prime minister, and the nation’s conscience and guide through its first fifteen years of statehood. In many ways his story is the story of the state. He was one of the pioneers who moved from Russia and helped to establish a kibbutz; he fought in the Jewish Brigade during WWI and then was active in the political process that moved out of the Holocaust and into the creation of Israel. His story takes us through the political events that shaped Israel.

Birth of Israel—This lesson picks up the story at 1945. It includes illegal immigration, the formulation of the underground movements, the public political process and the Partition Plan, the British Mandate, and the War of Independence. This lesson also provides an opportunity to study the Declaration of Independence of the State of Israel.

A Land of Jews from All Over the World—Since its founding in 1948, Israel has seen wave after wave of Jewish immigration from every corner of the world. This instant lesson exposes students to the different sources of aliyah to Israel and the unique challenges that each group of olim has faced. Students also have an opportunity to consider whether aliyah might be a part of their future.

The Six-Day War—The Six-Day War was a key historical turning point that forever changed Israel’s status with regard to security, diplomacy, and world sympathies. This instant

lesson introduces the history of the 1967 war, along with its many consequences. It also teaches how Israel’s map has changed and gives students a chance to reflect on the particular importance of Jerusalem’s reunification in the Israeli psyche.

Golda Meir—Although Golda Meir is undoubtedly the most important woman in Israeli history, today’s students were born after she died and never knew her as a Prime Minister or a political personality. This instant lesson begins with an essay about the obstacles she faced and her contributions—both positive and negative—to Israel (including the Yom Kippur War fiasco). It concludes with an opportunity for students to analyze several of Golda’s cleverest and best-known “quips.”

The West Bank—The West Bank is one of the most difficult—and most important—issues in the Middle East today. The fate of the West Bank will likely determine the future of Israel’s relations with the Palestinians and with her neighbors. This Instant Lesson provides your students with some historical background on the conflict by using the Baruch Goldstein massacre and the city of Hebron as a case study.

History of Israel Teacher’s Guide—

Theodor Herzl Overview This lesson contains a biography of Theodor herzl. It narrates his transformation as his exposure to the antisemitism of the Dreyfus trial created within him a sense of Jewish identity. It follows his creation of Political Zionism as a result of that experience, and then his creation of the World Zionist Congress. As part of his story we read about the creation of the Israeli flag and of the uganda plan. In this lesson a crossword puzzle serves as a review activity, gathering together the key information.

Goals 1. Students will understand the ideas behind political Zionism and their importance in Jewish history. 2. Students will be able to explain the argument over the uganda Plan and take a stand on what they felt the Zionist movement should have done. 3. Students will discuss herzl’s willpower and perseverance and will apply the concept of working toward a dream to their own lives.

Instructions 1. Begin by looking at herzl’s phrase “Im Tirzu Ain Zo Agadah—If you want it, it is not just a legend.” Some suggestions: • Sing Debbie Friedman’s song “Im Tirzu.” You can use your school’s songleader or a 6—history of Israel Teacher’s Guide

tape or CD. [The song is found on the “Ani Ma’amin” album.] • Discussion points: A. The word “Tirzu” is plural. Singular would be “Tirzeh” or “Tirzi.” Students may recognize the root dvx, from “Ani Rotzeh—I want. What was herzl saying about the goal of a Jewish state by saying “If y’all want it” instead of “If you want it”? Why is it important that herzl saw this as a national, collective struggle instead of just his own dream? B. What is Agadah? It is a term for those pieces of rabbinic literature that are not really laws, such as stories and advice. It also means fable or fairytale, although it is often translated as “dream.” Which translation do your students think is the most appropriate in this particular sentence— dream, story, fantasy, fairytale? C. In 1902, herzl wrote a “fantasy” novel called Altneuland or Old-New Land. In the book he envisioned a future Jewish state that would develop the land of Israel using the latest technologies and social trends (equality, Socialism). The idea of a Jewish state was a sort of legend for him. Why did he say that “it is no legend”? D. What are some ways that this phrase could apply to your students’ own lives? herzl was a model of hard work

and strong beliefs. Who are some other people who believed in a seemingly impossible dream and worked to make it come true? What are some situations where “sticking it out” and working hard toward a dream were important in your students’ lives or their friends’ and family members’ lives? 2. Read the essay. This can be done out loud in class, quietly at student desks, or as a homework assignment due the day of class. The questions in the sidebars are meant to emphasize some of the most important issues in the essay. You may want to have students write their answers down, discuss the questions as a class, or discuss in pairs and then share their answers. Use the answers that they come up with as a basis for further discussion of the ideas. Key Discussion Issues: • Have you ever had an antisemitic experience? How did it effect your feelings about being Jewish? • When you hear about anti-Semitism on the news, how do you feel? Do you become more or less Jewish at those moments? • If the Jewish State was not in Israel, would you feel the same about it? 3 Students can work on the crossword puzzle alone or in pairs. The solution is below.

Suggested Activities 1. This instant lesson hints at several issues in Zionist history. Any one of them could be an interesting discussion. • Historians argue all the time about the importance of individuals in history. Some say that broad forces like nationalism and war lead to great changes in history, and that although some people become

famous, their contributions are often exaggerated. How does this apply in the case of Herzl? Would we have a Jewish state without him? • Herzl died at age 44, which may seem old to your students (shudder) but is still just over half a normal life span. Imagine if Herzl lived to age ninety (1950). What might he have thought about the events in Jewish history from 1904-1950? Here’s a timeline. 1889-1939: Hundreds of thousands of Jews make aliyah to Palestine. 1917: The Balfour Declaration—a statement from the British government in favor of the establishment in Palestine of a national home for the Jewish people. 1922: Great Britain takes control of Palestine after World War I. 1939: The British White Paper severely restricts the number of Jewish immigrants allowed into Palestine. 1939-45: The Holocaust—six million Jews murdered. 1947: The United Nations votes to partition Palestine into a Jewish state and an Arab state. The Jews accept the plan but the Arabs reject it. 1948: State of Israel founded. War of Independence begins. 1950: The Law of Return says that all Jews have the right to settle in Israel. Jews from Middle Eastern countries make their way to Israel. • There are arguments over whether Zionism was a fully developed nationalist movement or simply a response to antiSemitism in Europe. Some historians say that Zionism developed because other groups—the Italians, French, Hungarians— were establishing independent states, and the Jews felt that they too were a national History of Israel Teacher’s Guide—

group that deserved a state. Others say it was mainly a way to get the Jews out of the danger in Europe. What evidence can your students find in the essay to support each side? What side does each of these events support?

n a t i o n a l n T h e j e w i o i u s e o r g a n n m a i U g l t k i s h i n e v s s i t m e h u n n p a

• The impact of the Dreyfus Affair and other antisemitism on Herzl’s philosophy It shows that he dreamt up Ziomisn as a response to antisemitism. • The rejection of the Uganda Plan Shows that Zionism was nationalist. The Jews were thinking in terms of creating a state in THEIR OWN land, and not just settling Jews anywhere but Europe. 2. Role-play the Sixth Zionist Congress and debate the Uganda Plan. Assign students roles such as Herzl, a Jew from Russia, a Jew from Britain, etc. Let them prepare position papers based on the instant lesson and their own ideas about where the Jewish State should be, and then conduct a debate. 3. The instant lesson mentions Old-New Land, Herzl’s science-fiction novel fantasizing what a Jewish state would look like twenty years in the future. Have students write a few pages, with illustrations, from what they imagine Herzl’s book might have looked like. Or have them come up with their own science fiction work of what they think Israel will be like twenty years from now.

Further Resources:

i s m s h s t a t e

i z i n a n d a

d

b g a r y s l e s t l

z i g o o p l a n i d s n r e a m w l a n i e d

Across

1. 3. 6. 8.

9. 11. 13. 14.

Loyalty to one’s land and people. Booklet written by Herzl that outlined his ideas Herzl’s great skill that enabled him to take action with his ideas 1903 proposal by the British government allowing the Jews to settle in an African country Russian city where a wave of anti-Jewish attacks broke out in 1903 Herzl’s most famous statement: “If you will it, it is no _______” Herzl’s country of birth Land where Herzl’s coffin was reburied 45 years after his death

Down

2. 4. 5. 7.

Hostility toward Jews Herzl’s occupation early in life Political movement advanced by Herzl Herzl’s novel about a successful Jewish homeland twenty years in the future 10. Austrian capital where Herzl lived and was buried 12. Swiss city where Herzl and his followers met annually

After the puzzle has been completed, rearrange the letters in the circled squares to spell out something that Herzl never did:

Finkelstein, Norman. Theodor Herzl: Architect of a Nation. Lerner Publishing Group, 1991. Herzl, Theodor. The Jewish State. Herzl, Theodor. Old New Land. Shimoni, Gideon (Editor), Theodor Herzl: Visionary of the Jewish State. Herzl Press, 1999.

—History of Israel Teacher’s Guide

M A K E

A L I Y A H

Balfour Declaration Overview This lesson centers on the effect of World War I on the founding of the State of Israel. It tells the story of the Zion Mule Corps and of the impact of Chaim Weizmann on influencing British attitudes. It also tells about the actual political process that yielded the Balfour Declaration and the Arab reaction. The activity at the end of this lesson allows students to compare four different drafts of the Declaration and discuss the importance of seemingly minor changes made to the document.

Goals 1. Students will understand the importance of the Balfour Declaration in Zionist history. 2. Students will be familiar with the evolution of the Balfour Declaration and the ways in which seemingly small changes in its language were actually very important.

Instructions 1. read the essay. This can be done out loud in class, quietly at student desks, or as a homework assignment due the day of class. 2. The question in the sidebar is meant to emphasize some of the most important issues in the essay. You may want to have students write their answers down, discuss the questions as a class, or discuss in pairs and then share their answers. use the answers that they come up with as a basis for further discussion of the ideas.

3. Do the “four drafts” activity on the back page. • have four different students read the four drafts of the Balfour Declaration out loud. • Students should underline key changes as each draft is read. • have students answer the questions at the bottom of page 4 alone or in pairs. 1. What is the difference between “Palestine...as the national home of the Jewish people” and “the establishment in Palestine of a national home for the Jewish people”? Why do you think that change was made? The fi rst implies that all of Palestine would become the Jewish national home. The later draft implies that a Jewish national home will be in Palestine—not necessarily all of the land, and not necessarily an independent state. 2. What do you think was the most important change in the drafts of the Balfour Declaration? Why do your students feel the way they do? 4. Discuss the other changes your students found. What is the probable significance of each change?

history of Israel Teacher’s Guide—9

Suggested Activities

Further Resources

1. There are several issues in Zionist history hinted at by this instant lesson. Any one of them could be an interesting discussion.

John, Robert. Behind the Balfour Declaration. Legion for the Survival of Freedom, 1988.

• Zionism was by no means a consensus philosophy in the Jewish community in the early 20th century. Why were so many Jews opposed to Zionism? Orthodox Jews believed that only the Messiah could return the Jews to Israel—Jews could not do it themselves. Some very Western Jews believed that the Jews are only a religion, not a nation. They believed that Jews should be citizens of the nations of the world (a Frenchman of the Jewish persuasion) and not try to separate themselves out in their own state. Other reasons are given in the essay. • Which of Britain’s reasons for the Balfour Declaration seem reasonable to you? Which seem far-fetched? The reasons are listed in the essay on page 3. 2. Have students use encyclopedias, history textbooks, and the Internet to investigate World War I. What were its causes? Who fought? Who won and why? What role did the Middle East play in that conflict? 3. Role-play some of the following conversations between British Jews, British officials, and Palestinian Jews as the decision on the Balfour Declaration approached: • A Zionist British Jew and a British official discussing the text of the declaration. (Use the four texts on the back page—why does each want it to say what he wanted?) • A non-Zionist British Jew and a Zionist British Jew arguing over whether a Jewish homeland is needed and why. • A Palestinian Jew and a British Jew right after the Declaration is released, discussing their next steps after Britain wins the war. 10—History of Israel Teacher’s Guide

Malcolm, James. Origins of the Balfour Declaration. Legion for the Survival of Freedom, 1983.