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Unit #1:
Introductory Activity – A Journey in Time – the Heritage of
the Generations
Goals
1. The children will learn about the bond between the Jewish
people and the Land of Israel throughout Jewish history, and
will become familiar with key periods in Jewish history.
Process
1. Introduction: The Cups Game (5 mins.)
2. A Journey in Time: The Heritage of the Generations (45
mins.)
3. Conclusion (10 mins.)
Materials
1. Disposable cups
2. Slips of paper and tasks for the Heritage of the
Generations
(Appendix 1)
(Appendix 1A)
Course of activity
Introduction: The Cups Game
Arrange disposable cups on the floor in the shape of a
tower.
The facilitator asks the participants whether they can
remove a cup from the bottom row without the tower
collapsing. One of two children try and see that it is
impossible.
Facilitator: Every tower is built on a base. We cannot
remove the base without the tower falling down. Just as a
tree has roots and a tower has a base, so the Jewish people
have roots and a base.
Today we are going to travel in time through the history and
roots of our people. We will see the bond between the Jewish
people and the Land of Israel.
Heritage of the Generations
Divide the participants into pairs/groups (as the
facilitator prefers). Each pair/group travels through time –
each piece of paper they get describes a different point in
Jewish history. The journey begins in the present (2008) and
ends in the times of Abraham. Please note that not all the
slips of paper are suitable for all age groups – the
facilitator must check them!
At each station, the pairs receive two cards:
1. An information card
(Appendix 1)
2. A task card, which sometimes also includes a riddle.
After the pair complete the task they receive instructions
for the card for the next period.
Facilitator’s introduction
The Heritage of the Generations is our family story. Today
we are going on a trip through time – through our time as a
people.
I will begin our journey with a letter
(Appendix 1A) written
by Sarah to all those taking part in the Heritage of the
Generations journey.
*** The activity can be run in two different formats, as the
facilitator chooses. The first format is a classic treasure
hunt game that takes place outside the classroom. The
facilitator gives the participants a clue that leads them to
the next riddle, and so forth, until the clue leading to the
hidden treasure. In this option the participants should work
in groups.
The second is a game outside the classroom based on tasks.
The facilitator has the tasks and pieces of paper. The
facilitator or one of the participants reads out the “period
card” each time, and once the tasks has been announced the
groups have a fixed period of time to complete the task. The
first group that completes the task goes to the facilitator,
who checks their answer. The first group that answers the
task correctly wins a point. When all the groups have
completed the task successfully, they move on to the next
“period card” and the next task. In this option the
participants should work in pairs.
Facilitator’s conclusion
The facilitator hands out the “treasure” – stars with the
children’s names on.
Each participant looks for the star with their name on,
sticks it on themselves, and waits.
When everyone is ready, the facilitator says: This is the
last period we will discuss. God promised to Abraham that he
would have children “like the stars in the sky” – a great
nation. Every one of you is one of the stars that God
promised to Abraham. Every one of you has just found the
treasure of the Heritage of the Generations, and you can
take this treasure with you and use it as you choose.
Appendix 1A
Opening card – to be read by the facilitator
My dear sons and daughters, it is I, Sarah, who am writing
to you. You are about to receive today the greatest treasure
of all – the Heritage of the Generations.
The Heritage of the Generations I leave you is the same
heritage that my ancestors left for me. This is a great
heritage, precious and most important. Remember that this
heritage contains my own personal stories and those of
people I care for very much, so please treat them with
respect. This treasure is not easy to find and there are
many obstacles along the way. You will need to answer
questions and solve riddles. Work as quickly as you can,
think about things, and find the treasure. Bye for now!
Appendix 1 – Treasure hunt cards for the Heritage of the
Generations
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First card – Israel’s 60th birthday
Dear friends, Israel today celebrates its sixtieth
anniversary. Is 60 years a long time? For some
countries, 60 years is a very long time, but others
would say that compared to them we are like a young
child that is just learning to walk… Sixty years ago we
couldn’t believe that a Jewish state would really be
established here. We brought our request to the United
Nations and we waited nervously to hear whether the
different countries would support the establishment of a
state for the Jewish people in the Land of Israel. |
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** Task card: Just before the
vote in the United Nations, try to think of one sentence
you would say to the delegates. Why should the Jews have
their own state in the Land of Israel? Write your
sentence on the “graffiti wall.” |
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Second card – Jews come home to
Israel
My dear sons and daughters, I would like to remind you
that even before the State of Israel was established,
while the English and the Turks ruled the Land of Israel
(which was called Palestine at the time), many Jews left
their homes to come and live in the Land of Israel.
Some came from distant lands and some came from close
by. Some came on foot, some came on magic carpets, and
some came on ships. They left everything they had and
came to the Land of Israel despite the many difficulties
they encountered.
They built kibbutzim and cities. They drained the swamps
and sometimes they fell ill. They established factories,
theaters, and schools and they raised their children. |
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Third card – the Holocaust
My dear sons and daughters, I see that you are taking
the Heritage of the Generations seriously.
This is the third card. It speaks of a period of our
history that did not take place in the Land of Israel,
but which is of the greatest importance to the Jewish
people. Millions of Jews lived in Europe and tried to
blend in and live alongside their neighbors in the
different countries. In Germany, a man called Hitler
came to power. Hitler decided that anyone who was not
part of what he called the “master race” should be
killed – and particularly the Jews. Yossele, a good
friend of mine who lived in Germany at the time, told me
that at first the Jews didn’t believe that anything bad
was going to happen to them. Slowly, however, Hitler
began to take action to get rid of the Jews. Yossele
told me that his whole family was murdered during this
period. He was the only one who managed to escape and
hide. During this period, six million Jews were
murdered. |
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Fourth card – the Golden Age
My dear sons and daughters – well done! You are moving
forward toward your treasure. This station describes a
very good period for the Jews, but one that ended badly.
I am talking about the Golden Age. As its name suggests,
this was a time when Jewish life and culture flourished
in Spain. Jews and Muslims lived in Spain as brothers
and enjoyed status, happiness, and wealth. Even during
such a good period the Jews did not forget the Land of
Israel. A famous poet called Rabbi Yehuda Halevy wrote:
“My heart is in the East but I am in the West” (he meant
that although he lived in Spain, his heart was in the
Land of Israel). When the Christians conquered Spain
things changed. The Jews had to choose between
converting to Christianity or being killed. Many Jews
pretended to convert but continued to be Jewish in
secret. In 1492 all the Jews were expelled from Spain. |
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** Task card (choose between two
tasks):
Look at the maze and help Shlomo to move safely from
Spain to the Land of Israel. On the way he collects
Jewish symbols that he keeps over the years – a mezuzah,
a Torah scroll, candlesticks, a kippah, a Kiddush cup,
tefillin…
 |
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Fifth card – the Mishna and the
Talmud
My wonderful sons and daughters, I see that you are
making great progress toward the treasure. You have now
come to the fifth period in the chain of the
generations.
This is a long and fine period – the period of our Sages
of Blessed Memory. This period began after the
destruction of the Temple. The Jews began to write down
the Oral Law (the Law that had been passed on from the
sages of one generation to the next by word of mouth).
During this period, two of the most important books of
the Jewish people were written. The Mishna was completed
in Israel. The Talmud actually refers to two books – one
was completed in Jerusalem and the other by the Jews who
lived in Babylon. |
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** Task card
THE WORD LIST
1) Jerusalem
2) Mishna
3) Oral Torah
4) Talmud
5) Temple
6) Babel
7) Book of Torah |
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Sixth card: The destruction of the
Temple
My dear sons and daughters – you are on the right path!
I hope you already see yourselves as part of a great
history. Few peoples and children are lucky to part of
such a mighty and impressive past.
Before we came to Spain and other far-flung countries,
we all lived in Jerusalem and in the Land of Israel. We
had one Temple, and later we built the Second Temple.
Have you heard of the fast day called Tisha B’Av? That
day commemorates the destruction of the Temple. Some
people do not eat or drink all day on Tisha B’Av, in
mourning for the Temple.
Many children think that the people who are fasting are
kind of weird. But just imagine if someone came one day
and suddenly destroyed our home and separated people
from their families and took each one to a different
country. People say that the Second Temple was destroyed
because Jews began to fight each other and hate each
other. So remember that we have all been separated from
each other and from our home in the Land of Israel. We
don’t want to be separated again, since we are all from
one family. |
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** Task: put together the following
puzzle (picture of the Temple).
 |
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Seventh card: The Exodus from Egypt
and the Ten Commandments
My sons and daughters, it’s incredible! You are so close
now to winning the Heritage of the Generations.
We are about to leave Egypt where we have lived as
slaves, and to begin a long and exhausting journey
called the Exodus that will take us to the Land of
Israel. During our trek through the desert we will come
to Mt. Sinai and experience one of the most meaningful
moments of our life as a people. We heard thunder and
saw lightning and fire. We opened our eyes and ears, and
God spoke to us and gave us the Torah – the laws for our
life. The Ten Commandments are our compass as a people
and as individuals – they teach us morality and help us
distinguish between good and bad, between what we should
and should not do. |
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** Task card: Put together the
Tablets of the Commandments
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Eighth card: The Promise
The facilitator says: “Abraham, Abraham, look at the
stars in the sky. Can you count them? Just as you cannot
count the stars in the sky, so you will be unable to
count your sons and daughters. The People of Israel will
be a great and mighty nation like the stars of the sky.
To you and your people I promise the Land of Israel.
This will be a land for the Jews of the world in every
generation – guard it well.” This is the treasure of the
generations! You are the treasure! Each of you is a star
in Abraham’s sky. Each of you is part of the great
promise God made to Abraham – the promise of the Jewish
people and the promise of the Land of Israel. |
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** Task card: Around the room
there are stars with the children’s names on. Each child
has to find their own star. |
Unit #2: Past –
The Declaration of Independence: Building a Nation
Goals
1. The participants will become familiar with the emblems of
the State of Israel – the Israeli flag and the Declaration
of Independence, with an emphasis on the values Israel seeks
to promote.
2. The participants will discuss the main values of the
State of Israel.
Course of activity
1. Introduction – two options (10 mins.)
2. Participants divide into groups – the task: to establish
a state (20 mins.)
3. Participants come together and share their work (10 mins.)
4. Auction of sentences from the Declaration of Independence
(10-15 mins.)
5. Signing the Declaration of Independence – two stages (5
mins.)
6. Conclusion and song (5 mins.)
Materials
1. For the introduction: A map of Israel
(Appendix 2), felt
pens, markers, pens.
2. For the group task: Task cards
(Appendix 3), posters, felt pens,
paint, pens.
3. For the auction: Sentences to be auctioned; fake money
(Appendix 4)
4. For signing: Declaration of Independence + felt pens /
gouache paint.
Course of activity
1. Introduction – two options
- Option 1: The facilitator places a large outline map of
Israel on the floor
(Appendix 2). Each participant takes a
pen / marker and draws around their palm, and then writes
inside the palm “I love Israel because…” or “When someone
says Israel I think of…”
- Option 2: Before the session, some of the participants are
asked to bring something with them that represents their
connection or their family’s connection to Israel. During
the introduction the participants present the object they
brought and explain the story behind it.
2. Building a state – group task
- The facilitator divides the participants into groups.
- Each group is given a task
(Appendix 3): They have to
decide as a group what the Israeli flag will look like and
what the country’s “Ten Commandments” will be. Various art
materials are available for them to use.
3. Sharing the creative products – each group
presents its flag and its “Ten Commandments” (please
photograph and send to the website). Facilitator: Just as
you designed a flag for your State of Israel, so over a
hundred years ago the first Zionist designed the flag that
later became the Israeli flag.
Does anyone know what the Israeli flag looks like? What
symbols does it include?
Present the flag
(Appendix 3A) and give a short explanation
(explanation for the facilitator –
Appendix 3B).
4. Auction
Facilitator: Just as you wrote the “Ten Commandments” for
your State of Israel, so the representatives of the Jewish
people did 60 years ago. They wrote Israel’s Declaration of
Independence, in which they presented the most important
things about their new state. In this activity we will get
to know some of the sentences included in the declaration 60
years ago
(Appendix 5).
The group holds an auction – each group is given a sum of
fake money
(Appendix 4) and has to decide which sentences
are most important and it wants to include in its
declaration.
5. Signing ceremony in two stages
- In the first stage, each group adds the statements it
bought at the auction to its “Ten Commandments.”
- In the second stage, all the participants sign the
Declaration of Independence with a pen or mark their
fingerprint on it in paint.
6. Conclusion
In today’s session we have learned a little more about the
founding values of the State of Israel.
In the next session we will learn about some of Israel’s
achievements and some of the challenges the nation faces as
it marks its 60th anniversary.
The sessions ends by singing: Oseh shalom bimromav, hu
ya’aseh shalom aleinu ve’al kol yisrael, ve’imru – amen.”
Appendix 2 – Map of
Israel
Appendix 3: Task Cards
You have been chosen to serve as the Council of the People.
One hour from now you have to announce the establishment of
the State of Israel. Work together and decide:
- What will your flag look like?
- Write the “Ten Commandments” of your state (here is a list
of values that can help you)
Remember that Israel is the “state of the Jews” and it
includes Jews from all over the world, as well as Arabs;
Jews, Muslims, and Christians; religious and secular people;
women and men; people with disabilities… What will your
state look like? What values will it be based on?
Examples of values:
Equality, fellowship, dignity, love, family, liberty,
justice, peace, tradition, innovation, creativity, religion,
languages, immigration, education, culture, history,
language.
Appendix 3A:
The Israeli Flag and the Declaration of Independence
Appendix 3B:
Explanation about the flag and the Declaration of
Independence – for the facilitator
The Israeli flag - the flag of the State of Israel
has a white background bearing two horizontal stripes in
dark azure. A Magen David appears between the two stripes.
The Flag Law describes the state flag as having a white
background with two stripes in dark azure across its entire
width, but inset slightly from the horizontal margins. In
the center of the flag, between the two stripes, a Magen
David appears in the same color as the stripes. The colors
in the flag are based on the colors in the Tallit.
The Declaration of Independence - the Declaration of
Independence (see
Appendix 3) is the document read out by
David Ben Gurion at the ceremony marking the declaration of
independence of the State of Israel. The ceremony was held
at the old building of the Tel Aviv Museum (16 Rothschild
Boulevard) on Friday, 5 Iyar 5708 (14 May 1948), at 4:00 pm,
eight hours before the end of the British Mandate in
Palestine. The Declaration of Independence is the usual name
of the document, but its official name is Declaration of the
Establishment of the State of Israel; it was published under
this title in the Official Records (OR 15.5.48, page 1). The
final wording of the declaration was decided by a committee
selected from among the Executive of the People and chaired
by David Ben Gurion. Two longer drafts, including
significant differences from the final version, were
composed by legal experts and members of the Council of the
People. The Declaration of Independence includes three
sections:
1. A historical review of the right of the Jewish people to
the Land of Israel, the course of events leading to the
declaration, and a presentation of the historical, moral,
and legal foundation for the establishment of Israel.
2. The declaration of the establishment of the State of
Israel.
3. The principles of the new state and its declaration of
intent.
Appendix 4:
Money for the Auction
Appendix 5:
Sentences for sale from the Declaration of Independence
The State of
Israel will be open for Jewish immigration and for the
Ingathering of the Exiles.
The State of
Israel will foster the development of the country for the
benefit of all its inhabitants
The State of
Israel will be based on freedom.
The State of
Israel will be based on justice.
The State of
Israel extends its hand to all neighboring states and
their peoples in an offer of peace.
The State of
Israel will ensure equality for all its inhabitants
irrespective of religion, race or sex.
The State of
Israel will guarantee freedom of religion.
The State of
Israel will guarantee freedom of language.
The State of
Israel will safeguard the Holy Places of all religions.
Unit #3: The
Present – Successes and Challenges / Snakes and Ladders
Goals
1. To expose the participants to the achievements and
problems of Israeli society.
2. The participants will think about possible solutions for
the problems facing Israel.
3. The participants will learn about the work of Keren
B’Kavod.
Process
1. Introduction (5 mins.)
2. Board game – snakes and ladders (40 mins.)
3. Conclusion (10 mins.)
Materials
1. Map of Israel
(Appendix 2)
2. Board game – snakes and ladders in the form of the map of
Israel, pieces, dice, task cards, “Did you know?” cards
(Appendix 6).
Course of activity
1. Introduction: The facilitator shows the
participants the map of Israel
(Appendix 2) and says: “I
have a one-day flight ticket to Israel in my pocket! If you
had to choose just one place in Israel you would like to
visit, where would it be and why?
The participants answer in turn and point to the place on
the map.
2. Snakes and ladders – successes and challenges
The snakes and ladders board game
(Appendix 6) includes a
board, pieces, and dice. The goal of the game is to be the
first player to get to the last square on the board. When a
player comes to square with a ladder on, they go up the
ladder to the square where the top of the ladder appears.
When they come to a square with a snake’s head, they go down
the snake to the square where the snake’s tail appears. In
our version of the game, when a player gets to the bottom of
a ladder they pick up a card before going up the ladder.
Some cards include a simple piece of information to be read
out to the whole group before the player goes up the ladder.
Other cards present a dilemma. A player who gets a dilemma
card reads the card and answers it before going up the
ladder (see cards in
Appendix 7). Please note that some of
the cards are not suitable for all age groups – adapt the
dilemmas to suit your group.
Appendix 6:
Snakes and Ladders board
Appendix 7:
“Did you know?” and success cards
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1948: Mazal Tov! After 2000 years, a
Jewish state is established in the Land ofIsrael. |
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1988: Israel launches its first space
satellite – Ofek 1. |
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1976: Israeli soldiers free the Jewish
hostages held in Entebbe, Africa. |
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1984: Operation Moses – Israel brings
8,000 Ethiopian Jews to Israel. The newcomers had to
work through the desert for months to reach Sudan. |
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1992: First Olympic medal for Israel –
Yael Arad wins a silver medal in judo at the Barcelona
Olympics. |
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1967: The Paratroopers Brigade frees the
Western Wall and IDF Chief Rabbi Shlomo Goren blows the
shofar. |
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1977: Maccabi Tel Aviv wins the European
Champions Cup in basketball. |
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1979: Israel signs its first peace
agreement with an Arab country – Egypt. |
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1994: Israel signs a peace agreement
with Jordan. |
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2004: Aaron Ciechanover and Avram
Hershko from the Technion win the Nobel Prize for
Chemistry. |
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Dilemma 1
There is an Ethiopian student in your class. All the
children make fun of him because of his color and
because his parents don’t know Hebrew.
What can you do to help the new boy in your class? |
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Dilemma 2
Rivka and Udi are in love and have decided to get
married. They both belong to a Reform community in
Jerusalem led by Rabbi Yitzhak Cohen.
After they start to plan their special day, they learn
that they cannot have a Reform wedding in Israel. They
must have an Orthodox wedding or travel abroad and then
come back to Israel. Otherwise they will not be
considered married.
What do you think about this? What should Rivka and Udi
do? |
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Dilemma 3
You live in Sderot. Over the past year you have felt
that your life was in danger, because almost every day
rockets are fired at Sderot. People are scared. You have
an aunt who lives in Tel Aviv, and you are thinking
about leaving Sderot and moving to stay with her. But
you know that your friends do not have the possibility
of moving to Tel Aviv.
What do you do? |
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Dilemma 4
Israel’s national anthem, Hatikva, is supposed to
represent all the citizens of the state. Whenever they
play the national anthem you sing along proudly. Last
month your class met with a class of Arab Israelis who
complained that they cannot sing Hatikva because it
speaks about a “Jewish soul” and “to be a free people in
our homeland” and they are not Jewish.
What do you think about this? Can Hatikva be the
national anthem of all Israelis (including non-Jews) on
an equal basis? |
Unit #4: The Future – What’s on the
Cards?
Goals
1. To celebrate Israel’s birthday.
2. The participants will think about what they would like to
wish Israel for its future.
Process
1. Introduction: Birthday celebration for Israel +
discussion (5 mins.)
2. The participants divide into groups and make “wish
candles” and a song for Israel (10 mins.)
3. Group discussion – presentation of wishes and song
contest (15 mins.)
4. What’s on the cards? Designing postcards for Israel with
wishes on (15 mins.)
5. Group comes together and presents the cards (10 mins.)
6. Conclusion (5 mins.)
Materials
1. A birthday cake with the legend “Happy 60th Birthday.”
2. Six candles, cards, pens, felt pens.
3. Materials for the postcards – postcards, glue, magazines,
scissors, felt pens, paint, crepe paper…
Course of activity
1. Opening: The facilitator presents the cake bearing the
legend “Happy 60th Birthday.”
The facilitator asks the participants:
Is 60 years a long time? How long has the country you live
in been in existence? Are you happy when you have a
birthday? Are you happy that the State of Israel has a
birthday? What can you wish a country?
2. The participants divide into 6 groups. The facilitator
presents the six candles, each of which will represent one
wish for Israel as it celebrates its 60th birthday.
Task: Each group is responsible for one candle –
- Each group must decide what it wants to wish Israel.
- Each group must prepare a song for Israel’s birthday based
on the tune of Happy Birthday or another tune they make up.
3. The group comes back together.
- First stage: Each group lights its candle and makes its
wish.
- Second stage: The facilitator announces a competition –
“Israeli Idol” (instead of American Idol). Each group
performs the song it wrote for the State of Israel.
Please send the songs to the website.
4. Creative activity: What’s on the cards for Israel?
The facilitator hands out the craft materials. Each
participant is given a postcard (a piece of card) and asked
to make a collage representing their wish for Israel.
Please photograph the cards and
send to the website.
5. The group comes back together and all the participants
present their cards.
6. Conclusion
In today’s session we celebrated Israel’s 60th birthday. We
made wishes and hoped that Israel will keep on developing
well and that things will be good for people in Israel,
because Israel belongs to all of us – all the Jews in the
world.
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