Snapshots of the People Behind a Young State

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בית הספר הבינלאומי Snapshots of the People Behind a Young State Educational Program The Koret International School for Jewish Peoplehood YEARS ע"ש קורת ללימודי העם היהודי A Unique Photo

1 בית הספר הבינלאומי Snapshots of the People Behind a Young State Educational Program The Koret International School for Jewish Peoplehood YEARS ע"ש קורת ללימודי העם היהודי A Unique Photo Display in Honor of Israel's 70 th Anniversary from the collection of The Bernard H. and Miriam Oster Visual Documentation Center Beit Hatfutsot, The Museum of the Jewish People, Tel Aviv

2 Celebrating Israel: Snapshots of the People Behind a Young State Beit Hatfutsot - The Museum of the Jewish People is more than a museum. This global institution tells the unique and ongoing story of the Jewish People, enriching the heart and soul of Jewish life. Beit Hatfutsot connects Jews from around the world to their roots and strengthens their personal and collective Jewish identity. The Museum conveys to the world the fascinating narrative of the Jewish People and the essence of Jewish culture, faith, practive and values while presenting world Jewry s many contributions to humanity. The Museum presents a multifaceted mosaic of the Jewish People, highlighting both what is common to all Jews as well as those aspects that are unique to individual communities. Beit Hatfutsot also seeks to provide younger generations with a meaningful prism as a tool to explore their Jewish identity in order to form their own sense of belonging to the Jewish People. Through these endeavors the Museum aims to deepen the bonds between Jews living around the world. The Koret International School for Jewish Peoplehood Studies was established in November 2006 through the support and initiative of the Nadav Foundation. The goals of the school are: to instill a Jewish Peoplehood consciousness among the young generation of Jews in Israel and around the world; to foster involvement with and commitment to the Jewish People a part of their Jewish identities, and to place Jewish Peoplehood education on the educational agenda in Israel and in Jewish communities around the world. This educational work draws from the rich exhibitions and databases of Beit Hatfutsot. The Bernard H. Oster Visual Documentation Center specializes in visual documentation of Jewish life around the world and throughout the centuries and is considered one of the most important archives in the field. The Museum curates and organizes an extensive systematic collection of photographs and films from private individuals and various institutions with the aim of documenting Jewish life, heritage and history. The Capsule Exhibit initiative offers Jewish organizations and institutions a selection of thoughtfully curated, ready-made photo displays. The displays are offered at no cost, with the intention of sharing Beit Hatfutsot s vast collection of over 400,000 black-and - white images depicting Jewish history, culture, heritage and communal life across the globe. We regard the Capsule Exhibit as an educational extension that broadens access to the Museum s wealth of resources. The purpose of this educational exhibit, is to inspire and stimulate a Jewish dialogue that encourages participants to strengthen their own sense and understanding of belonging, and reinforce their Jewish identities within the larger Jewish community. This comprehensive exhibit showcases a selection of historical moments that embody the great endeavor that was the establishment of the State of Israel, as seen through the eyes of its people. Highlighted within are the experiences of Jews from around the world who escaped persecution and fear to live freely in a Jewish state. Depicted are primarily Jews who made Aliyah (immigrated to Israel; literally ascended ) to the young country. Their struggles and triumphs evidence how these immigrants overcame the challenges of running a new state with few resources. The panels and personal stories on display enable viewers to explore Israel s major historical events and consider the lives of its early immigrants what it took for them to reach the State of Israel and how they adjusted to life in their new homeland. Organized sequentially and by theme, Celebrating Israel gives viewers insight into the country s formation. 1

Introduction Since the dawn of Jewish history, there has been a connection between the Jewish

For two thousand years the longing for Zion evinced the unbreakable bond between the Jewish

Celebrating Israel offers a glimpse into meaningful moments and formative events that portray how

Below you will find suggestions and ideas for educational activities related to the different

You are welcome to choose those modules that are relevant to your needs based on participant age

Each panel has a title, relevant text, photographs and a related personal story.

3 Introduction Since the dawn of Jewish history, there has been a connection between the Jewish People and Israel, whether Jews were living on in the land of Israel or in the diaspora. For two thousand years the longing for Zion evinced the unbreakable bond between the Jewish People and their homeland. Celebrating Israel offers a glimpse into meaningful moments and formative events that portray how Israeli society and the State of Israel developed and flourished in the 20 th century. Below you will find suggestions and ideas for educational activities related to the different categories within this exhibit. You are welcome to choose those modules that are relevant to your needs based on participant age and the nature of your groups. The exhibit consists of 27 panels. Each panel has a title, relevant text, photographs and a related personal story. We suggest making note of the exhibit titles as well as the chronological and thematic division of it topics. You may also find it helpful to research the historical background of the main events displayed on each panel. The various activities suggested below can unfold in your exhibition space and/or in the classroom; where and how to conduct them is at your discretion. Should your space allow for it, you have the opportunity to make use of a world map and/or show a short film as part of these activities. 2

4 1 I m Part of the Story 1. Choose a topic (panel) that interests you. - Examine the photographs and read the texts and the related personal story. - Was there something displayed on the panel that surprised you? - Did you see anything displayed on the panel that has a connection to your personal family story? - Share a new detail you discovered during the exhibit. 2. Panel 27 displays Jewish communities around the world celebrating Israeli Independence Day in various ways. - Do these photographs reflect the story of your community? - What is similar and what is different? - What part has your community played in the story of the State of Israel (organized trips, delegations, philanthropy, sister cities, partnerships, iconferences, etc.)? 3. Complete the following sentence: For me, Israel is (You can use this prompt to start a group discussion or you can give each participant a blank sheet of colorful paper and Sharpie pens and create a collage comprised of all the answers. Alternatively, you can have each participant hold up their answer and take a group picture). 3

2 Exploring the Exhibit 1. Choose a panel. Examine the photographs and read the texts and the related personal story. - Which photograph would you choose as the cover photo for the exhibit? Why?

) - Which photograph would you like to be in so you could be part of that historic moment and why? - Tell a follow-up story about one of the photographs.

5 2 Exploring the Exhibit 1. Choose a panel. Examine the photographs and read the texts and the related personal story. - Which photograph would you choose as the cover photo for the exhibit? Why? - Which photograph would you choose to represent Israel at 70? (You can create a new panel or combine photographs from other panels, etc.) - Which photograph would you like to be in so you could be part of that historic moment and why? - Tell a follow-up story about one of the photographs. (For example: What happened to the family that was in the transit camp after they left? What became of the Jaffa Oranges factory? etc.) The story can either be fictional or the product of research For those who like a challenge: Choose a topic or a panel that interests you. What kinds of changes characterized your chosen topic over the years? (For example: transit camps & development towns, the motivations that fueled different immigration waves, etc.) - How are the panel topics spoken about in contemporary society? In Israel? In the US? Discuss those topics Ask the participants to continue expanding upon one of the topics covered by the exhibit (a historical period, a historical event, a particular site, a particular person, etc.). 4

6 3 Map-Related Activity In this activity, we will talk about some broader aspects of emigration and immigration and examine what emigration (leaving a country) and making Aliyah (moving to Israel) have in common. These questions can be divided into two parts and discussed separately. Alternatively, the same questions can be raised about making Aliyah and then about emigration in general. You can hold this discussion at the exhibit site itself projecting or bringing in a world map or hold the activity in a classroom. Part I Have the participants get a sense of the exhibit. Focus their attention on the photographs dealing with illegal and/or authorized immigration (Panels 1-4) as well as the personal stories that appear on each panel. Below are some questions for discussion and reflection pertaining to immigration, in general, and making Aliyah to Israel, in particular. Immigration is a universal phenomenon by which people emigrate from (leave) their countries and immigrate elsewhere for a variety of reasons. - In your opinion, what are the similarities and differences between making Aliyah to Israel and the immigrations we are seeing today? - What is Aliyah and what is the origin of the concept? - Why did people make Aliyah to Israel throughout history and as depicted in this exhibit? - As you see it, why do people leave their homeland and move somewhere else? What characterizes present-day emigrations? Try to think about which emotions and feelings are associated with emigration (leaving your home and having to integrate into a new environment). - What difficulties do people face when coming to a new place? What can be the advantages of such a move? - In your view, how do immigrants influence the society they have immigrated to? What contributions do they make, and how might they positively impact their new home? - In your opinion, what should their new society do in order to make the immigrants feel comfortable? (Refer to the photographs of the immigrants and the transit camps, to the stories and the quotes, and also to things your own community might be doing to make newcomers feel welcome.) Optional, depending on the age group: Refer to the photographs of the transit camps: - Why was it necessary to place the immigrants in transit camps? What does the Hebrew word ma abarot mean? Where does it come from? 5

Part II Using a world map, ask participants to trace the emigration and Aliyah routes of their own families, providing as many details as possible.

7 - What kind of challenges do you think people faced during this historical period (social, economic, political)? - If we ask these same questions about making Aliyah to Israel, will we receive the same answers? - How are the answers similar, and how are they different? Part II Using a world map, ask participants to trace the emigration and Aliyah routes of their own families, providing as many details as possible. - On the map, mark where you, your parents, and your grandparents were born. Go back as many generations as you can. - Are you familiar with those customs and traditions that are unique to your family s countries of origin? - What questions about life in their country of origin would you like to ask your ancestors? - What would you like to ask those who immigrated about the transition process and about integrating into their new country? - Look for a family photograph taken in an ancestor s country of origin. Examine it and ask: What is the story this photograph tells? What is similar to, and what is different from, your family photographs today? Is this photograph similar to those in the exhibit? - Share with others: Have you ever experienced moving to a different country or a different town? - Which aspects of imigration are you familiar with? 6

4 Personal Stories The personal stories presented in the exhibit are part of the joint G2G: Generation to Generation project run by Beit Hatfutsot, the Ministry of Education and

G2G aims to create an intergenerational dialogue and shared learning between younger and older generations, with a focus on reinforcing a sense of belonging and getting to know

- Share the story with the rest of the group, retelling it in your own words. - Find a quote from the story that captured your attention. Why?

8 4 Personal Stories The personal stories presented in the exhibit are part of the joint G2G: Generation to Generation project run by Beit Hatfutsot, the Ministry of Education and the Ministry for Social Equality. G2G aims to create an intergenerational dialogue and shared learning between younger and older generations, with a focus on reinforcing a sense of belonging and getting to know the story of the Jewish People. You can learn more via Beit Hatfutsot s Intergenerational Connection database. Peruse this exhibit and choose a personal story that speaks to you. - Share the story with the rest of the group, retelling it in your own words. - Find a quote from the story that captured your attention. Why? - Does the story you chose have a connection with your personal family story? Optional: Share a personal story of your own about Israel. We encourage you to interview one or more of your family members and post their personal story on Beit Hatfutsot s Intergenerational Connection database. For more information, tools and methodologies, click this link. 7

5 Ideas & Topics for Continued Work in the Classroom 1. Panel 6 describes how the Israeli flag was selected.

A Show & Tell featuring personal and family anecdotes: Bring in some symbols from home that you believe represent your connection to

Alternatively you can prepare a short video to share in their absence. 3.

), photographs from the exhibit or from your family album that are related to Israel.

Learn historical or contemporary Israeli tunes and lyrics, learn different interpretations and versions of the same song, and/or do a

Choose a figure from the exhibit, OR a well-known figure or someone you admire who has a connection with Israel.

Essays can be used as an opportunity to develop research and writing skills, students can give an oral presentation relaying their

9 5 Ideas & Topics for Continued Work in the Classroom 1. Panel 6 describes how the Israeli flag was selected. An activity can be held about the Israeli flag and/or other symbols of the State of Israel. 2. A Show & Tell featuring personal and family anecdotes: Bring in some symbols from home that you believe represent your connection to Israel and/or tell your family members about the activity and ask them to come share their personal stories. Alternatively you can prepare a short video to share in their absence. 3. Reenacting pictures: Reenact iconic historical photographs (of Ben-Gurion, Herzl, etc.), photographs from the exhibit or from your family album that are related to Israel. Then display the original photograph next to the reenacted one. 4. Hold an activity about Israeli music. Learn historical or contemporary Israeli tunes and lyrics, learn different interpretations and versions of the same song, and/or do a close reading of a famous Israeli song or poem. 5. Choose a figure from the exhibit, OR a well-known figure or someone you admire who has a connection with Israel. Research your chosen person and write a short essay that recounts their story as it relates to the story of Israel. Essays can be used as an opportunity to develop research and writing skills, students can give an oral presentation relaying their findings to the class, essays can be paired with photographs for display in the classroom, etc. 6. Classroom assignment: Students: Bring in some photographs from home and exchange them with one or more fellow students. Teacher: Explain what family photographs can teach us about the depicted historical period, country, customs, ceremonies, occupations, clothing, socioeconomic status, lifestyle, traditions, religion, architectural styles, interior design, climate, family life and more. Students: Examine the photographs that your partner/group gave you and try and create a story about their family. 8

Celebrating Israel Curator: Yaara Litwin, Capsule Exhibits Program Manager

Tamar Sorek, Director of Educational Programs Text Editing: Marilyn Fefer, Sivan

and Miriam Oster Visual Documentation center The Nadav Foundation YEARS The Koret

10 Celebrating Israel Curator: Yaara Litwin, Capsule Exhibits Program Manager Concept & Design: Neta Harel, Director of Graphic Design Educational Program: Tamar Sorek, Director of Educational Programs Text Editing: Marilyn Fefer, Sivan Butler-Rotholz The Koret International School for Jewish Peoplehood The Bernard H. and Miriam Oster Visual Documentation center The Nadav Foundation YEARS The Koret International School for Jewish Peoplehood בית הספר הבינלאומי ע"ש קורת ללימודי העם היהודי

MIZRAHI REMEMBRANCE MONTH STUDENT CURRICULUM

MIZRAHI REMEMBRANCE MONTH STUDENT CURRICULUM About the Author Adam Eilath Adam Eilath is a Judaic studies teacher at the Jewish Community High School of the Bay in San Francisco. He holds a BA in Jewish