Beyond the Yom HaAtzmaut Parade – An Interdependent Israel Independence Day Adventure

Yom HaAtzmaut – Independence Day -- celebrates one of the most miraculous occurrences of all times – the return of the Jewish people to the Land of Israel and the establishment of the State of Israel.

Israeli kids feel the excitement of Yom HaAtzmaut as they are thrown into the spirit of the holiday together with their countrymen. They may, however, lose sight of the meaning behind the celebrations. Meanwhile Jewish kids who live outside of Israel celebrate Yom HaAtzmaut vicariously and don't experience the thrill and exhilaration that Israelis feel.

To bridge these gaps the JETS Edmonton-Emek HaHula Shutafut program focusing on Israel and Jewish Peoplehood encourages participating classes to work together to dig deeply into the theme of Yom HaAtzmaut as they take a closer look at issues of Jewish peoplehood. 

The Shutafut project, which is facilitated by JETS Jerusalem EdTech Solutions, bases its curriculum on the following definition of Jewish Peoplehood:

Jewish Peoplehood is a combination of culture, religion, history and values under a Jewish umbrella that gives us the profound feeling of being connected to other Jews. It is a sense of responsibility created by people who share a story, or are part of the same ongoing conversation. It is maintained through ongoing education and contacts between Jewish people.

As Yom HaAtzmaut approaches JETS posted the final unit of the year, exploring issues that unite the Jewish people and unify Jews worldwide with Israel.  The unit involves a wide variety of opportunities for students to think deeply about the place that Israel holds for all Jews.. Toward that end participating students were asked to complete a thought-provoking survey that points to the fact that the creation of the Jewish state has raised complex challenges. The survey forces the students to share their thoughts about issues of mutual responsibility of Diaspora Jews for Israel, and Israeli Jews for the Diaspora.  For example:

·      Should the Israeli army protect Jews around the world?

·      Should Diaspora Jews serve in the Israeli army?

·      Should Diaspora Jews vote in Israeli elections or have a say in Israeli policies?

·      Should Diaspora Jews pay a tax to Israel?

As part of this unit students also view the Fountainheads Yom HaAtzmaut video:

The video is intended to spur a discussion about the lyrics – " This is my homeland / This is my story / I build my future/ With ancient glory." Questions include:

§  How do you understand that line?

§  b. What is another line in the song that echoed the meaning, or which line did you find meaningful?

Students communicate with each other on the bi-lingual Wiki platform which facilitates the ability of students to respond in their own language or to practice their second language skills by writing in Hebrew or English.

As a recent online meeting  demonstrated, the students gain a tremendous amount by interacting on the WIKI, exchanging ideas and learning from each other. Although the Edmonton and Emek HaHula students won't be celebrating Yom HaAtzmaut together "face-to-face" they will, via their Shutafut program, be  learning and celebrating together through the online friendship that has been fostered by their year-long partnership.

Presenting Pesach, Freedom and the Jewish Right to a Homeland to Home-Based Hebrew School Students

When I was growing up in the '60s, most of my generation took it for granted that Israel had a right to exist. Today's youngsters, however, are bombarded by BDS propaganda and an unfriendly media. Many students, even those who receive a solid Jewish education in a Jewish day school or afternoon school, are confused. Is it possible that the Jews don't have a right to their own country?

The JconnecT online Hebrew School program addressed this issue head-on in its pre-Pesach session this year. The class is comprised of pre-teen and teenaged students from across North America who learn about Judaism and Israel online from their own homes. During the last session before Passover break the students discussed what it means to be free, what it means to lack freedom, and how that relates to the rights of the Jewish people to establish and run their Jewish State.

To begin the class the students were asked to comment on what it means to be free and what it means to NOT be free. The instructor guided the discussion as the youngsters reviewed Jewish history via audio and visual sources relating to the historical Jewish experience.

One of the advantages involved in presenting activities online is that every student can participate at all times. Interactions between the students are encouraged to enable the students to work on various projects and materials collaboratively and engage freely without disturbing the progression of the lesson. In this class the students divided into groups to complete a PPT that examined some of the reasons that a Jewish State was – and is – vital to the Jewish people.  

Students worked in pairs as they examined different subjects including anti-semitism, the Jews' historical reliance on governments and powers for protection, and Jewish religious identity as they relate to the need for a Jewish nation. Following the independent work, the students reconvened as a group to present their findings. Student comments included a review of the need for Jewish self-defense in the wake of the unwillingness of world powers to protect the Jews under attack, the need for a safe and supportive environment where Jews can practice their religion, and the importance of the Zionist philosophy that gives Jews the right to fulfill the commandment of living in their own land.

The students then viewed a historical film clip of the 1947 UN vote that authorized the establishment of the State of Israel. The students were moved by the film and expressed their amazement that so many countries stood by the Jewish nation in its hour of need.

As the students connected the theme of freedom to Jewish nationhood and the rights of the Jewish people to their own country the instructor presented four quotes from Israel's Declaration of Independence, all of which relate to the rights of the Jewish people to pursue freedom. Each student was asked to select one of the quotes and discuss how the quote impacts on them personally.  It was clear that the students had been moved by their class. One student commented that "the hardships that the Jews had to go through to achieve a nation were unimaginable. They never ceased to pray….after being away for so long they still wanted to be Jewish, still wanted their own country. The existence of Israel can never be taken for granted."

Maximizing Linoboards in the Classroom

Linoboards are one of the educational world's fastest-growing online web-tools. Students always enjoy sharing their thoughts and ideas, and the linoboard allows them to do just that in a dynamic environment that immerses them in the subject matter while allowing them to express themselves freely. When set up effectively, the linoboard promotes retention, analysis, peer interaction, and opportunities for students to think creatively and to problem-solve.

JETS linoboard

In order to optimize the value of the linoboard, it is important for the teacher to organize the board effectively before the lesson so as to maximize student activity. Some tips that will help teachers make the most of the linoboard include:

1.       Set up a time limit to encourage the students to respond quickly. Tell the students that they have a specific number of minutes to respond on the linoboard to keep the pace of the class moving at a rapid clip.

2.       Remind the students to record their names on their sticky notes.

3.       Ask open-ended questions to solicit more thoughtful responses.

4.       Make your linoboard attractive with photos, videos, colors, and various text styles.

5.       Allow for differentiated learning styles. Give the students the option to choose which of the questions, videos, articles or other material to which they wish to relate. Offer them the opportunity to "work on 2 out of the 3 questions", respond with their choice of a visual, audio or visual tool, etc.

6.       Encourage peer interaction. Ask the students to debate one another, comment on each other's posts, etc. 

7.        Involve personal elements. Ask the students to comment on something in the material that is meaningful to them.

8.       Keep the assignment simple. Make sure that the instructions are clear and unambiguous.

JETS linoboard "Tzdekka Heroes"