JS 8, Israel Unit, p. 1Name ______________________

Map! – Geography of Israel

Directions: Locate a map of Israel on your computer or in an atlas. Locate the following cities and geographical features and write them in the correct place on your blank map. Create a key of your own to indicate waterways, mountains, cities, the capitol and kibbutzim.

Netivot (Map 13) Tel Aviv-YafoRed Sea Qatzrin (Map 1)Jericho Sderot (Map 13)Golan Heights Sea of Galilee/KineretSyria LebanonMediterranean Sea West BankTiverya/Tiberias Kibbutz Hanaton (Conservative Kibbutz)Be’er Sheva JordanYerushalayim Eilat (Map 19)Egypt HaifaMasada GalileeNablus (Shechem) RamallahThe Dead Sea AkkoTzfat/Safed Kibbutz Yotvata (Map 19)Har Hermon (Great for skiing!) Ein Gedi (Map 11) Sde Boqer (Map 17) Machtesh Ramon/Mitzpe Ramon (Map 17)Negev (Not great for skiing!) Gaza (City)Bet Lehem/Bethlehem HebronKibbutz Yahel (First Reform Kibbutz) Metulla

Useful websites:http://www.eyeonisrael.com/Israel-touring-map.html

(Some map numbers are given on the list above)http://www.mideastweb.org/misraeldetail.htm

JS 8, Israel Unit, p. 2Name _____________________

From https://www.rainbowresource.com/proddtl.php?id=001547&subject=History/Geography&cat-egory=Outline%20Maps%20/%20Blank%20Maps

JS 8, Israel Unit, p. 3Name ______________________

Jewish History 8 /LevingstonIsrael Unit 1: The seeds of Jewish nationalism

Gila Gevirtz, Jewish History: The Big Picture (West Orange, NJ: Behrman House), 2008.

Do Now: When and where do you think modernity began for the Jewish community?

What do you think “modernity” means?

Do you think that the idea of a Jewish nation in Israel is a modern, ancient or medieval idea?

In your opinion, was it a good idea? Why or why not?

Topic 1: Gevirtz, Chapter 11 - Emancipation creates hope1. Read Gevirtz, pages 115-118. What made the American experience different from the European experience? (Cultural differences, legal differences, etc.)

2. How did the French Revolution build on the achievements of the American Revolution?

3. What is “Emancipation” and what did emancipation mean for the Jews of Europe?

4. Why did Napoleon call the “Sanhedrin” into being in 1807 and why did he ask so many questions? (See http://www.jewishhistory.org/napoleon/)

5. Choose any three of Napoleon’s questions; write the question and your answer:a)

JS 8, Israel Unit, p. 4Name _____________________

b)

c)

6. Looking at the sidebar on Grace Aguilar (Gevirtz, p. 121), what makes her an exemplar of an emancipated Jew?

7. Looking at the box on p. 122 (“Which was better”), would you rather live before or af-ter emancipation?

8. How did the French Revolution set the tone for Jewish nationalism that would come later?

9. Emancipation offered a way out of the ghetto (hooray!), but it also led to a weakening of the community (boo-hoo!). How could these two opposite outcomes come from emancipation?

10. How would you have dealt with this dilemma? What would have been the benefits or costs?

JS 8, Israel Unit, p. 5Name ______________________

Topic 2: Gevirtz, Chapter 13 - Antisemitism fuels Jewish nationalism

Do Now: Create your own Jewish history timeline

__________________________________________________________________________________1492 1654 1776 1787 1789 1791 1858 1871

Which of these events would you have found most exciting if you were coming of age then?

1. Based on pp. 135-137, why did German nationalism and German unification have such a significant impact on Jewish history?

2. What economic changes had an impact on the status of Jews?

3. And what scientific or “pseudo-scientific” ideas had an impact on the status of Jews?

4. Describe the four contrasting examples of the German “us” and the Jewish “them” in the book in your own words:a.

b.

c.

d.

JS 8, Israel Unit, p. 6Name _____________________

5. Based on pp. 138-140, Who was Captain Alfred Dreyfus? What was the accusation against him?

6. Why was The Dreyfus Affair so significant and lasting beyond the immediate moment? [Clue what did E´mile Zola write across the front page of an important French newspa-per?]

7. Based on the last paragraphs in the chapter, where did the average European Jew look for a safe haven if they were seeking greater acceptance by non-Jews?

8. What impact did the Dreyfus Affair have on the young newspaper writer Theodore Herzl?http://www.jewishvirtuallibrary.org/jsource/biography/Herzl.html (if you have difficulties loading the page, go to the Jewish Virtual library and run a search for Herzl.)

9. According to this website, what did Herzl do to launch the Zionist movement?

10. According to this website, what are the origins of the phrase, “If you will it, it is no fairytale/dream”?

JS 8, Israel Unit, p. 7Name ______________________

Topic 3: The era of the migrations - atlas quest!

Do now: Go to Judah Halevi’s poem, “My heart is in the East” at these two websites:http://www.jewishvirtuallibrary.org/jsource/Zionism/halevi.htmlhttp://www.soulandgone.com/2012/11/05/libi-ve-mizrah/

Approximately when was the poem written?

What are some differences between the wording in each translation?

Write your own two-line poem, “My heart is in the East”:

Group 1: In the Barnavi Atlas, go to pp. 174-5, “American Jews: The ‘German’ Period, 1820-1887”1. Describe at least two geographic patterns of migration

2. Describe at least four religious and cultural changes among Jews during this period

3. Looking at the timeline, describe the turning points in the following years:a. 1843

b. 1854

c. 1862

d. 1887

JS 8, Israel Unit, p. 8Name _____________________

Group 2: In the Barnavi Atlas, go to pp. 176-7, “Modernization in Eastern Europe, 1772-1881”1. Describe political changes taking place in eastern Europe and their impact on Jews

2. What was the Haskalah and who were the maskilim?

3. How did reform in Russia and modernization ultimately pave the way for eastern Euro-pean antisemitism?

4. What might have been appealing to a young Jew living in eastern Europe?

5. On the timeline, identify three dates that suggest improvements for the Jewish peoplea.

b.

c.

JS 8, Israel Unit, p. 9Name ______________________

Group 3: In the Barnavi Atlas, go to pp. 178-9, “Mediterranean Capitalism, 18th-19th Cen-tury”1. What are some of the countries we have in mind when we talk about North Africa?

2. How did economic expansion in Europe lead to economic expansion in North Africa?

3. What kinds of products were imported to North Africa and at whose request?

4. What kinds of products were exported from North Africa?

5. Looking at the three smaller maps on p. 179, to what new places did North African Jews migrate?

JS 8, Israel Unit, p. 10Name _____________________

Group 4: In the Barnavi Atlas, go to pp. 180-181, “Jewish Settlement in Latin America, 1810-1918”1. When was the Spanish Inquisition enacted and what was its fate in Latin America dur-ing the era of Napoleon?

2. What were the implications for Jews in Latin America?

3. Where were some of the first Latin American settlements and where did the settlers come from?

4. When did Russian and eastern European Jews begin to arrive in Latin America?

5. What countries have the largest Jewish populations based on the map and the immi-grations bar chart on p. 181?

6. Identify four dates on the timeline and indicate whether they suggest that the position of Jews in Latin America was strong and positive or somewhat insecure.a.

b.

c.

d.

JS 8, Israel Unit, p. 11Name ______________________

Group 5: In the Barnavi Atlas, go to pp. 190-191, “State Antisemitism in Eastern Europe, 1825-1917”1. What do you think the term, “State Antismitism” means?

2. Why would a ruler make hate language legal?

3. Looking at the timeline, when did Czar Alexander III make decisions that had an impact on the Jewish community?

4. Do you think that Czar Alexander III’s decisions would benefit or further harm the Jews?

5. When, why and how did programs escalate during the time of Czar Nicholas II?

6. According to the timeline, what happened in 1871?

7. According to the timeline, what happened in 1881?

8. If your family had a thriving business (let’s say you sold the best tables and chairs or you owned a jewelry store) in a city affected by a pogrom, how would you have re-sponded to the looting, terror and physical danger?

…if you had family members promising that things would get better…

JS 8, Israel Unit, p. 12Name _____________________

…if you had family members eager to leave, even in haste…

Everyone: Turn to the two-page spread on 19th-20th century migrations following p. 193Describe the changing patterns of migration (from where to where) based on the three ovals at the center of the page-spread and based on the box and the bar graphs towards the bottom of p. 195.

1915-1931

1932-1948

1977-1990

Based on the four maps towards the bottom of p. 194, what modern events led to what migrations in Jewish history?Date Event Migration (from where to where)1881

1939

1948

1991

JS 8, Israel Unit, p. 13Name ______________________

Topic 4 - Gevirtz, Chapter 17 - Migrations to Israel

Jews came to the land of Israel in waves, prompted by a combination of historical events and ideologies; after all, something had to motivate someone to pack up and leave home, even under the worst circumstances. For each wave of aliyah, be ready to de-scribe (a) when it took place, (b) the event or cause that precipitated the wave of migra-tion, (c) special features of this wave of migration and (d) the result. In addition to Gevirtz, this website may be useful:http://www.jewishagency.org/historical-aliyah/content/28841

Aliyah Rishonah - Gevirtz, 171

Aliyah Bet - Gevirtz, 176-77

Aliyah Gimel - Gevirtz, 199-200

Aliyah Dalet - Gevirtz, 202

Youth Aliyah - Gevirtz, 203

JS 8, Israel Unit, p. 14Name _____________________

Topic 5 - Different Zionisms

Do Now: There were several different approaches to Zionism, each of which appealed to different people at different times. What kind of argument would persuade you to give up your life in the United States and move (or move back) to Israel?

What kind of argument would persuade members of your family to give up their lives and move (or move back) to Israel?

Explain each of the following approaches to Zionism in your own words:1. Political Zionism - Gevirtz, 172-178, 183-186, 227, 230-231

2. Cultural Zionism - 192, 194 (grey box)-195, 207 (passing reference), 211

3. Labor Zionism - 199-200http://www.jewishvirtuallibrary.org/jsource/Zionism/Socialist_Zionism.htmlhttp://www.mideastweb.org/labor_zionism.htm

4. Religious Zionism, 260http://www.jewishvirtuallibrary.org/jsource/Zionism/Religious_Zionism.htmlhttps://en.wikipedia.org/wiki/Religious_Zionism

JS 8, Israel Unit, p. 15Name ______________________

5. Diaspora Zionism, 267, 269Organizations representing diaspora Jews or advocating for Israel from the diasporaZionist Organization of America: http://zoa.org/about/

American Israel Public Affairs Committee: http://www.aipac.org/

J Street: http://jstreet.org/

New Israel Fund: http://www.nif.org/

6. Revisionist Zionismhttp://www.mideastweb.org/zionism.htm (see the section entitled, “Zionism and The Con-flict with Britain”)https://www.jewishvirtuallibrary.org/jsource/Zionism/Revisionist_Zionism.htmlhttps://en.wikipedia.org/wiki/Revisionist_Zionism

JS 8, Israel Unit, p. 16Name _____________________

Israel Unit 2: Deals in the Desert - international policies affectingMiddle Eastern borders and Middle Eastern hopes

You are about to undertake a new topic that will help you to make sense of the modern Middle East. This was a complicated time with a lot of competing interests. First, some facts:

When was World War I?

What was the Ottoman Empire?

Why and when did it begin to collapse?

If you were one of the victorious powers in World War I, would you have restored the Ot-toman Empire? Divided it up among the victors? Tried to create an entirely new govern-ment?

JS 8, Israel Unit, p. 17Name ______________________

Deals in the Desert, Part 1The Hussein-McMahon Correspondence (1915)

Hussein ibn Ali, Sharif of Mecca,led Arab revolt vs. Ottoman Empire

1. Using this website, describe the Hussein-McMahon Correspondence (1915) and its im-plications for the Jewish and Palestinian people living in Ottoman Palestine. http://www.jewishagency.org/israel/content/34106

2. What are five key provisions of Hussein-McMahon Correspondence? a.

b.

c.

d.

3. Whom does the Correspondence favor and how?

4. Whom do you think gets shortchanged by the Correspondence and how?

JS 8, Israel Unit, p. 18Name _____________________

Deals in the Desert, Part 2Sykes-Picot Agreement (1916)

Using these websites, describe the Sykes-Picot Agreement (1916) and its implications for Jewish and Palestinian people in Ottoman Palestine. See Barnavi Atlas, p. 202 for hard copy.

http://www.yale.edu/lawweb/avalon/mideast/sykes.htmhttp://www.jewishagency.org/israel/content/34106

http://www.mfa.gov.il/MFA/Facts+About+Israel/Israel+in+Maps/1916-1923-+Setting+the+Northern+Border.htm

1. What are four of the most significant provisions of the Sykes-Picot Agreement?

2. Whom does the Agreement favor and how?

3. Whom do you think gets shortchanged by the Agreement and how?

4. If this agreement were to be enacted, in what ways would it contradict or complement the Hussein-McMahon correspondence?

JS 8, Israel Unit, p. 19Name ______________________

Deals in the Desert, Part 3Arthur James Balfour, First Earl of Balfour

Balfour Declaration, 1917:http://www.yale.edu/lawweb/avalon/mideast/balfour.htmhttp://www.zionism-israel.com/Balfour_Declaration_1917.htm

1. Summarize and respond to the Balfour Declaration from a Jewish point of view:

2. Now respond to the Balfour Declaration from an Arab point of view:

3. Who was Lord Balfour and why did he write the declaration?See: https://en.wikipedia.org/wiki/Arthur_Balfour

4. What problems do you think will arise from the Balfour Declaration?

5. Would the provisions of the Balfour Declaration contradict the provisions of the Hus-sein-McMahon correspondence or the provisions of the Sykes-Picot agreement?

JS 8, Israel Unit, p. 20Name _____________________

Deals in the Desert, Part 4The British Empire Stakes its Claim in the Middle East

Now using maps, summarize the effect of the British Mandate over Palestine:http://www.jewishagency.org/maps/content/23381

British Mandate over Palestine (1920-1946)

Let’s think about the geographic and strategic issues: What Middle Eastern historic, reli-gious and natural resources were important to the Arab populations?

...to Jews?

...to Western Europeans?

JS 8, Israel Unit, p. 21Name ______________________

SUMMARY Hussein-McMahon Corespondence

(1915)

Sykes-Picot Agreement

(1916)Balfour Decla-ration (1917)

Borders

Implications for Arabs

Implications for Jews

Implications for Eu-ropeans

Project: Create a three-way round-table discussion (or a four-way discussion with a mod-

JS 8, Israel Unit, p. 22Name _____________________

erator) involving a Jewish person living in Palestine in late 1917 and asking questions such as…

*What about the Balfour Declaration makes you feel enthusiastic? *What about it makes you anxious?*How do you think the Arabs will respond to the Declaration?*What is most confusing about the wording of the Declaration? (for the text, go to this website:http://www.yale.edu/lawweb/avalon/mideast/balfour.htm*Now that the Declaration has been published, what else, if anything, do you need from Great Britain?

…involving a British person who wants to express their point of view:*Why does Great Britain want to have control over parts of the Middle East?*Why is it better for Great Britain if the Arabs don't have complete independence?*Is it better for the Jews if you govern Palestine?*What are the risks of governing Palestine?

…and involving an Arab who wants to express their point of view:*How will it affect you for the good or for the worse if the British gain control over Arab land through the Hussein-McMahon Correspondence or through the Sykes-Pi-cot agreement?*If the Balfour Declaration leads to a Jewish nation, how will that affect your and your family members’ lives?*What, if anything, do you want from Great Britain?

JS 8, Israel Unit, p. 23Name ______________________

Israel Unit 3: Barnavi Atlas, The Struggle for a Jewish State, pp. 242-243 Gevirtz, Chapter 20 and 23 - The Mandatory Period, 1917-1948

Do Now: What is meant by a “Mandate,” or by the idea of Mandatory rule? http://en.wikipedia.org/wiki/League_of_Nations#Mandates

What is meant by the British Mandate over Palestine (see this useful website)?http://www.jewishagency.org/israel/content/34106

1. Based on pp. 197-201, what were some of the conflicting factors that Jews and Arabs faced in the early years of Mandatory Palestine?

2. Do you think that these cultural differences and conflicts could have been overcome with a different kind of rule or were they inevitable and insurmountable?

3. Based on pp. 202-206, describe the events and significance of the following:a. Arab riots, 1929

b. Partition Plan, 1936

c. British White Paper, 1939

5. Based on Chapter 23, describe the role of the United Nations

JS 8, Israel Unit, p. 24Name _____________________

…in bringing the British Mandate to an end

…and in offering its own partition plan

6. In the atlas, compare the British Peel Commission partition plan of 1937, the Jewish Agency plan of 1947, and the United Nations Special Commission on Palestine (UNSCOP) plan of 1947. What are some significant geographic similarities and differences?Similarities:

Differences:

7. What were the different responses to the plans? (Clue: look at the timeline events of 1946-47)British response:

Arab response:

Jewish response:

8. In your judgment, were Arab attacks on Jews and were Jewish attacks on Arabs and on the British justified during this difficult period of time?

JS 8, Israel Unit, p. 25Name ______________________

9. In your judgment, which of the partition plans held out the most promise for success and why?

10. If you had been presented with the partition plan, would you have accepted it or re-jected it……if you were Jewish?

…if you were Arab?

11. What immediate challenges did the new State of Israel face internationally?

…at home?

12. Read the sidebar in Gevirtz on p. 228 about the underground resistance. What risks did they undertake and how do you imagine their role would change if a new nation were declared?

13. Read the sidebar on Golda Meir in Gevirtz on p. 233 - how was her life emblematic of the new kind of Jewish leadership that brought the new State into existence?

14. Go to either of these links for the Declaration of Independence for the State of Israel

JS 8, Israel Unit, p. 26Name _____________________

http://www.mfa.gov.il/mfa/foreignpolicy/peace/guide/pages/declaration%20of%20estab-lishment%20of%20state%20of%20israel.aspx or http://avalon.law.yale.edu/20th_century/israel.asp

Issued at Tel Aviv on May 14, 1948 (5th of Iyar, 5708)

ERETZ-ISRAEL [(Hebrew) - The Land of Israel] was the birthplace of the Jewish people. Here their spiritual, religious and political identity was shaped. Here they first attained to statehood, created cultural values of national and universal significance and gave to the world the eternal Book of Books.

After being forcibly exiled from their land, the people remained faithful to it throughout their Dis-persion and never ceased to pray and hope for their return to it and for the restoration in it of their political freedom.

Impelled by this historic and traditional attachment, Jews strove in every successive generation to re-establish themselves in their ancient homeland. In recent decades they returned in their masses. Pioneers, ma'pilim [(Hebrew) - immigrants coming to Eretz-Israel in defiance of restrictive legislation] and defenders, they made deserts bloom, revived the Hebrew language, built villages and towns, and created a thriving community controlling its own economy and culture, loving peace but knowing how to defend itself, bringing the blessings of progress to all the country's in-habitants, and aspiring towards independent nationhood.

In the year 5657 (1897), at the summons of the spiritual father of the Jewish State, Theodore Herzl, the First Zionist Congress convened and proclaimed the right of the Jewish people to na-tional rebirth in its own country.

This right was recognized in the Balfour Declaration of the 2nd November, 1917, and re-affirmed in the Mandate of the League of Nations which, in particular, gave international sanction to the historic connection between the Jewish people and Eretz-Israel and to the right of the Jewish peo-ple to rebuild its National Home.

The catastrophe which recently befell the Jewish people - the massacre of millions of Jews in Eu-rope - was another clear demonstration of the urgency of solving the problem of its homelessness by re-establishing in Eretz-Israel the Jewish State, which would open the gates of the homeland wide to every Jew and confer upon the Jewish people the status of a fully privileged member of the comity of nations.

Survivors of the Nazi holocaust in Europe, as well as Jews from other parts of the world, continued to migrate to Eretz-Israel, undaunted by difficulties, restrictions and dangers, and never ceased to assert their right to a life of dignity, freedom and honest toil in their national homeland.

In the Second World War, the Jewish community of this country contributed its full share to the struggle of the freedom- and peace-loving nations against the forces of Nazi wickedness and, by the blood of its soldiers and its war effort, gained the right to be reckoned among the peoples who founded the United Nations.

On the 29th November, 1947, the United Nations General Assembly passed a resolution calling for the establishment of a Jewish State in Eretz-Israel; the General Assembly required the inhabitants of Eretz-Israel to take such steps as were necessary on their part for the implementation of that resolution. This recognition by the United Nations of the right of the Jewish people to establish their State is irrevocable.

This right is the natural right of the Jewish people to be masters of their own fate, like all other na-tions, in their own sovereign State.

JS 8, Israel Unit, p. 27Name ______________________

ACCORDINGLY WE, MEMBERS OF THE PEOPLE'S COUNCIL, REPRESENTATIVES OF THE JEWISH COMMUNITY OF ERETZ-ISRAEL AND OF THE ZIONIST MOVEMENT, ARE HERE ASSEMBLED ON THE DAY OF THE TERMINATION OF THE BRITISH MANDATE OVER ERETZ-ISRAEL AND, BY VIRTUE OF OUR NATURAL AND HISTORIC RIGHT AND ON THE STRENGTH OF THE RESOLUTION OF THE UNITED NATIONS GENERAL ASSEMBLY, HEREBY DECLARE THE ESTABLISHMENT OF A JEWISH STATE IN ERETZ-ISRAEL, TO BE KNOWN AS THE STATE OF ISRAEL.

WE DECLARE that, with effect from the moment of the termination of the Mandate being tonight, the eve of Sabbath, the 6th Iyar, 5708 (15th May, 1948), until the establishment of the elected, regular authorities of the State in accordance with the Constitution which shall be adopted by the Elected Constituent Assembly not later than the 1st October 1948, the People's Council shall act as a Provisional Council of State, and its executive organ, the People's Administration, shall be the Provisional Government of the Jewish State, to be called "Israel".

THE STATE OF ISRAEL will be open for Jewish immigration and for the Ingathering of the Exiles; it will foster the development of the country for the benefit of all its inhabitants; it will be based on freedom, justice and peace as envisaged by the prophets of Israel; it will ensure complete equality of social and political rights to all its inhabitants irrespective of religion, race or sex; it will guaran-tee freedom of religion, conscience, language, education and culture; it will safeguard the Holy Places of all religions; and it will be faithful to the principles of the Charter of the United Nations.

THE STATE OF ISRAEL is prepared to cooperate with the agencies and representatives of the United Nations in implementing the resolution of the General Assembly of the 29th November, 1947, and will take steps to bring about the economic union of the whole of Eretz-Israel.

WE APPEAL to the United Nations to assist the Jewish people in the building-up of its State and to receive the State of Israel into the comity of nations.

WE APPEAL - in the very midst of the onslaught launched against us now for months - to the Arab inhabitants of the State of Israel to preserve peace and participate in the upbuilding of the State on the basis of full and equal citizenship and due representation in all its provisional and perma-nent institutions.

WE EXTEND our hand to all neighboring states and their peoples in an offer of peace and good neighborliness, and appeal to them to establish bonds of cooperation and mutual help with the sovereign Jewish people settled in its own land. The State of Israel is prepared to do its share in a common effort for the advancement of the entire Middle East.

WE APPEAL to the Jewish people throughout the Diaspora to rally round the Jews of Eretz-Israel in the tasks of immigration and upbuilding and to stand by them in the great struggle for the realiza-tion of the age-old dream - the redemption of Israel.

PLACING OUR TRUST IN THE ALMIGHTY, WE AFFIX OUR SIGNATURES TO THIS PROCLAMATION AT THIS SESSION OF THE PROVISIONAL COUNCIL OF STATE, ON THE SOIL OF THE HOMELAND, IN THE CITY OF TEL-AVIV, ON THIS SABBATH EVE, THE 5TH DAY OF IYAR, 5708 (14TH MAY, 1948).

David Ben-GurionAnd numerous others…

14., continued…: Questions for discussion or for writing:a. What makes this a Jewish text?

b. What are some differences between this Declaration of Independence and the Declara-tion of Independence of the United States of America?

JS 8, Israel Unit, p. 28Name _____________________

c. How does the language strike you?Does it inspire?Does it seem very practical?Is it inclusive?Is it a historical document or is poetic license taken?Can you think of anything that might have been left out?

JS 8, Israel Unit, p. 29Name ______________________

Independent projectsHero Israel!

Here is a great opportunity to learn about an important contributor to Israeli life and cul-ture.

First, choose one of the following people who will interest you:

Theodor Herzl (visionary) David Ben Gurion (politician)Golda Meir (politician) Henrietta Szold (humanitarian)Rav Abraham Isaac Kuk (relig leader) Chaim Nahman Bialik (poet)Avraham (Yair) Stern (underground leader) Menachem Begin (underground leader turned politician)Anna Ticho (artist) Benyamin (Bibi) Netanyahu (Israeli P.M.)Yitzhaq Shamir (underground leader turned politician) Hana Senesz (WWII haganah resistance)Yoni Netanyahu (Cheltenham USA to IDF/Entebbe) Reuven Rubin (artist)Moshe Dayan (Israeli military leader in 1967) Yitzhak Rabin (IDF leader, Israeli PM)Shimon Peres (politician, 90 years old now!) Yehuda Amichai (poet)Ilan Ramon (astronaut) Yael Dayan (activist)Ovadia Yosef (Sephardic chief rabbi) Naomi Shemer (songwriter)Zelda (poet) Yaakov Agam (artist)Martin Buber (philosopher)

Second, identify ten important facts about the hero’s life, including where they grew up, where they lived as adults, and list some of their many contributions and who benefited. Share any proclamations, poetry, artwork, or images of artifacts that may have been dear to them.1.

2.

3.

4.

5.

6.

7.

8,

9.

10.

JS 8, Israel Unit, p. 30Name _____________________

Third, write a well-constructed eight-sentence paragraph or more about what made this person a hero and about what characteristics you would (or wouldn’t) seek to emulate.

Fourth, write something imaginative that suggests you got to know your hero, like cre-ate a situation in which you have to ask, “What would [your hero] do?” or create a histori-cal-fictional piece in which your hero plays an important role.

Fifth, create a locker panel depicting your hero so that others will learn about their con-tributions to Israeli life and culture. The panel should include*basic dates*at least five facts* at least three images and one text or just one image and three texts

Sixth, this will be graded using the creativity rubric.10% Mechanics, overall look, following instructions10% Creativity80% Ideas and substance that show understanding and an appreciation for your hero

JS 8, Israel Unit, p. 31Name ______________________

Future topics if relevant to be called, “Israel Unit 4”

Israel in our time - Gevirtz, Chapter 26Barnavi, 254-5; Six-Day War, 261; 1967-82 – 264-5, Resolution 242

Israel-PalestineIntifada, Sari Nusseibah, “The Peace Process”

Jews todayBarnavi, 286-7, Tefillah for State of Israel (Tefillah le-shalom ha-medinah)