Draft (Leyl Gius) - Lesson Plan

8/7/2019 Draft (Leyl Gius) - Lesson Plan

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Objectives Students will become familiar with the obligations of their Israeli peers to be drafted into

the Israel Defense Forces.

Students will see an independent film made by a young Israeli student filmmaker and hearher own words about both making the film and her relationship to the Israeli army.

Students will explore their own issues as maturing young adults and their ideologicalstruggles with their parents throughout this process.

Students will learn about the rules for military service from the Bible and compare thesewith what they see in this film

Supplementary Materials

P. 12 Appendix #1 Background Information for Teacher

P. 14 Appendix #2 Symbols Worksheet for Students

P. 16 Appendix #3 Filming from the Heart, An Interview with Naomi Levari


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OPENING ACTIVITY - Background Information for StudentsGoal: Students will gain a background understanding of required

service in the Israeli army and the issues their Israeli peers dealwith at the end of their high school career.

This background information is essential for students to be able to

understand this film.

(a) What are Your Plans After High School Graduation?

In small groups (4-6 students), ask students to write a timeline of the different preparations they

make from age 16 towards the end of high school to help them prepare for their plans after

graduation? Ask each student to share what they think are their plans for after high school -

straight to college? Year off? Professional school? Traveling?

After students have taken 5-10 minutes to discuss their individual plans, have them come back to

the full group. Divide the board into two halves. On one side, list the different preparations and

plans that your students have written in their groups.

On the other half of the board, list what their Israeli peers do from age 16 until the end of high

school in order to prepare for the army:

1. First Order (Age 16)Army preparatory physical, including urine and blood tests, test of intimate body parts

(for both sexes), height and weight check.

2. Second Order (Age 16/17)Intelligence exams (these are critical to be placed in select units and intelligence)

** Between the second and third order, many young people will prepare themselves individually

or in groups organized by schools and youth movements in order to be accepted into more

prestigious units.


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3. Third Order (Age 18)Official draft (at this point, those that want to be accepted to select units or those that thearmy wants in particular units will go through more testing, both physical and intellectual,

in order to rate their abilities.)

** Most Israeli high school graduates will spend the summer after earning their degree preparing

to go off to the army. Many will travel abroad for short periods of time, as once they are in the

army, they are not allowed to leave the country unless it is official army business (and this is

unlikely to occur during required army service).

Once students see the table on the board, showing the contrast between their plans and those of

Israelis, lead a short discussion based on the following questions:

Do you feel obligated to the list you made for your plans? How is this obligation you feel different from the legal obligations for Israelis to join the

army?

Is there an idea or ideology that you would be willing to obligate yourself to for threeyears after high school?

Important Note to Teacher

This discussion is in no way meant to inspire feelings of guilt or inferiority in American youth

because they do not have to serve in the Israeli army. However, seeing all of this in front of them

may invoke such feelings. Encourage students to recognize the differences between themselvesand Israeli youth but also help them to see that their plans are different, not inferior.


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SECOND ACTIVITY - Guided Film-ViewingGoal: Students will watch and analyze the short-film 'Draft'.

Students are given a sheet of information about symbols in the movie. They will watch the film

and just after, before further study, they will have a chance to write what they were able to

observe.

(a) Personal Reactions to Symbols in the Film

Appendix #2 is a prepared worksheet for students (try to photocopy two-sided so students do not

feel overwhelmed and to save paper). Hand this out before viewing the film. Provide students

with a couple of minutes before viewing the film to read over it so they know what symbols they

are asked to find and follow in the film. Each symbol is followed by a personal reaction question.

After watching the film, give students 15-20 minutes to respond personally to each of the

questions before thematic discussions.


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THIRD ACTIVITY - Focus on a Theme

Below are two themes with activities that this lesson can focus on. Each is designed to be a lessonin itself, but of course if time permits, it would be wonderful to do both.

1. Growing UpThe Tension between Parents and Maturing Children

2. Service in the Israeli ArmyOn a Personal and on a Societal Level

THEME ONE

Growing Up The Tension between Parents and Maturing Children

This activity is essentially a longer discussion for the class after completing the worksheet above.

It can also be done as a special session in which parents are also invited to attend and participate.

Goal: Students will discuss the concepts of ideological differences

between parents and their maturing children as it is portrayed in

this film. Afterwards, students will have a chance to discuss how

they experience this in their own lives.

(a) Interview with the Director

Tell students that the director of the film was interviewed and one of the questions asked was as

follows (relating to question 4 on the worksheet they just completed):

Interviewer

Yoav has trouble with objects. His car won't start, his lighter doesn't work, and he has a hard time

pulling some part out of a transistor radio he is trying to fix. What were your thoughts on this

aspect of his character?

Naomi Levari

All these things happen because Yoav (the father) cannot seem to find the way to do things right.

He can't figure out how to speak to his son. He is always choosing the wrong way. How different

would it have been if he had simply asked his son not to go, holding him closely and explaininghow much he loves him and how scared he is of losing him? Yoav has a hard time expressing

himself in words; thus the constant occupation with objects, particularly broken ones. His insight

comes too late, as does his repentance. The child has already left.


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(b) Personal Discussion

Many of these questions are difficult for students to deal with. It might be helpful to organizechairs in a circle instead of in rows or even to leave the classroom for a less formal setting for this

section of the lesson.

Questions for Discussion:

Who did you identify with more in the film? Why? If you are making a decision that your parents disagree with, how would you recommend

that they approach you?

If they did this exactly as you might have wanted, is there a chance you would changeyour mind?

Is there an ideology you believe in so strongly that no action from your parents wouldchange your opinions?

Are you able to see your parents' point-of-view, even when you do not agree? What recommendations would you have for Yoav, the father? Or for Guy, the son? If you could, what recommendations would you give your parents in relation to dealing

with you?

c) Optional Activity Role Playing

Ask for four volunteers to participate in the following role-playing scenario. One volunteer will

play the child and the other three will play different versions of the parent.

David (or Deborah) is about to finish high-school. Instead of going to college like most of the restof his graduating class however, he is interested in taking a year to study "from life" before

beginning his undergraduate career: working for a year, travelling or coming to Israel for an in-

between year.

David finally approaches his parent(s) to discuss the issue.

Without the class hearing, instruct each father / mother separately. Then ask David to try and

persuade each parent, one at a time.

Parent 1 Extremely Negative

He / She is not at all interested in considering the idea and is adamant on David going to college

like everyone else his age. This father / mother plays devil's advocate to every argument Davidmakes and is extremely stubborn and uncompromising.


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Parent 2 Exact Opposite of Father 1

He is complacent to the extreme. He is thrilled by the idea and is basically a yes-man to every

whim of his child, to the point that he barely even hears what David is saying; he just blindly giveshim whatever he asks for.

Parent 3 A Balance of Parent 1 and 2

He does not immediately agree or disagree. He hears David out and poses questions and

reservations, without shooting David down. He is supportive and thoughtful.

After David has tried to persuade each parent conduct a short discussion with the class:

Which David did you identify most with? Did you want to see the complacent father disagree a little? Why? Could you see yourself proposing such an idea to your parents? What kind of reaction might you get? In the film Guy really does want to connect with his father, especially before such an

important event in his life; but both father and son have trouble communicating. Has

there been a time in your life when you wanted to communicate in a certain way with

your parents, but for some reason the message, your thoughts, ideas or wishes were not

able to get across clearly? What were the obstacles?

In the film there is a difference in ideology between father and son, and Yoav's fear oflosing his son prevented him from connecting to Guy. What has prevented your parents

from connecting with you? What has prevented you?

What can be done to improve these relationships? Whose responsibility is it?


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THEME TWO

Service in the Israeli Army - On a Personal and on a Societal Level

Goal: Students will further explore the intimate relationship

between the army and Israeli society. They will have a chance to

learn about the Biblical laws for who is exempt from service.

Students will discuss the expectation upon young Israelis to serve

and the possibility of death from the moment they are soldiers,

essentially property of the state.

Questions considered:

How does each individual deal with this expectation and the actualization of it?

How does society relate to this question? How do society and the individual, as separate entities, perceive the dangers of such

service? Does society consider these consequences?

(a) To Serve or Not to Serve?

Note to the Teacher

The father and son conflict in the film is not only about adolescence and maturing; they also

disagree about going to the army. The father feels that the army misuses soldiers and, as he says

in his letter at the end, he fears that his son will die in vain. The son, however, tells his father that

he has lots of friends and he is going to the army to be a part of society.

Ask students to partner up.

Each partner will interview the other with the following questions:

1. Can you imagine yourself going to an obligatory draft?2. If you were to go, would your motivation be societys expectation or the fact that all

your friends are going?

3. What might be the ideological reason to go into the Israeli army?4. Can you relate to this ideological motivation?

Ask the class to regroup and briefly share the answers with the class.


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(b) Biblical Exemptions from Serving

Ask students if they can think of reasons why a person might not serve in the army. List these

ideas on the board. (Possible suggestions to insert if they do not all come from the students:conscientious objector, mental problems, physical problems, single child family, families who have

already lost a parent or child in the on-going conflict).

In the Bible, there is a specific verse that deals with exemptions. It is found in the book of

Deuteronomy 20:5-8. Ask students to bring their Bibles and open to these verses. Students will

read the verses to themselves and list the reasons for exemptions in their notebooks. The initial

list of exemptions in verse 5-7 lists the following: a new home, a new orchard and a new wife.

There is a break in the narrative and afterwards it is listed that those of weak heart should not go

to war either.

What does it mean to be weak of heart? How does the verse explain why the weak of heart should go home? Do you agree with this?

(c) Connect to the film

Questions for discussion:

1. Do you think the father is weak of heart because he does not want his son to serve inthe army? What are his motivations?

2. How do you understand the sons insistence on serving in the army?3. Which character do you identify with and why?4. Do you think there is anything worth dying for? **5. How does your answer to question #4 affect your everyday life? How does it affect

life in Israel?

**This is, obviously, a very difficult question. Yet, we find that in this film and in general when

speaking about Israel, this is a central question. In considering Israel, Americans often feel that it

is intrinsically more dangerous to live in Israel (the threat of terrorism, the war being so close to

home, etc.). In reality, in any place in the world, all people are at risk of death, be it from war, car

accidents, violent crime or illness. Why is it that Israel seems so much more dangerous to people

living abroad?


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FOURTH ACTIVITY - Interview Your Parents

Goal: To have students discuss these issues with their parents.

This activity will give students an opportunity to bring the lesson's issues up with their parents and

open a discussion with them. Teachers can ask that students turn in a copy of their interview, or

that students bring in a signed note from their parents that it was done.

Tell students that before they interview their parent(s), they should tell them a bit about the movie

and what was discussed in class.

Interview Questions:

How do you feel about military service in general? How do you feel about military service in Israel? Do you remember disagreeing with your parents ideology? What did you do? How would you feel if I do something in the coming years that conflicts with your

ideology?

CONCLUSION

As you conclude the lesson it is important to remind students that while the dilemmas and

challenges Israeli youth face are quite different than theirs, nevertheless, there are many

similarities as well. Here you can ask the class for some examples of similarities and differences

they learned about through the session or other thoughts they might have.


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APPENDIX #1

Background Information for Teacher

A law of required military service for all Jewish citizens (men and women), from the age of 18

exists, since the founding of the State of Israel. Required service for men is three years, for women

approximately 2 years (depending on their role). Religious men and women are not obligated to

serve in the army. Religious men, especially from the ultra-orthodox sector, declare that their

service is the study of Torah. In the National-Religious world (what is referred to in Hebrew as dati

leumi, meaning sectors that are not ultra-orthodox), most men do serve in the army. Of these dati

leumi men, an extremely high percentage is in select combat units. Women from this sector often

do national service, an organized way of helping society through educational projects without

pay. In this sector, it is considered a national-religious value to serve the state of Israel either in

the military or in the educational sector.

The exemption of religious men from the army came about during David Ben-Gurions term as

prime minister. He permitted, for political motivations within the coalition government, 400

young men to study in Yeshiva in place of serving in the Israeli Defense Forces. Today, there are

approximately 40,000 young men studying in Yeshiva in place of army service.

In addition to the religious avoidance from serving in the army, there are other sectors in Israeli

society that also have mechanisms for exemption from army service. There are exemptions for

mental illness that some citizens are known to have obtained despite the untruth of the situation.

Similar to the American army, there are conscientious objectors that receive an exemption for

their beliefs; however, this is a long process that not many are able to succeed in.

All draftees pass through a rigorous health check upon entering the army. Those that are found

unfit to serve are not drafted. In some situations, they may volunteer.

In addition, families with only one child or those that have lost family members already in the

army, their children are not required to serve. They may volunteer.


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In the early history of the state of Israel, serving in the army was taken for granted. All Jewish

citizens served. In the last 20-25 years, the automatic draft has come into question. In the legal

realm, the law still exists as written originally. Societal changes, however, have surfaced questionsabout the automatic draft. This is expressed in Israeli society in various ways and differs

depending on the geographic location, religious affiliation, family orientation and shifts in Zionist

principles as the state matures. This short film deals with one particular aspect of the question of

service in the army: disappointment with the actions of the army and disapproval of how they

utilize the soldiers. This is one of the shifts in Israeli society today regarding Zionist evolution over

the past sixty years.

In the process of establishing the state, the central value of Israeli society was survival and

essential to this was military protection. As the state has developed, this need is still legally exactly

as it was 60 years ago. Over the course of recent years, some Israelis ask whether this value needs

to shift: Israel does exist, but should the army still be our main focus.

For those that question this value, they are not seeking to dissolve the army, as clearly security is

still a major concern in Israel. However, they are asking the question of how this army is run, how

it acts and whether it is still necessary that every citizen serve. It is important to emphasize that

each individual asking these questions will ask them in his/her own manner and this questioning

will be informed by his/her personal situation. The father in this movie is not only asking about

the actions of the army (and his clear disagreement with them); he is also dealing with his fears of

his only son going to serve in the army and how this relates to his political views. In addition to all

of this, the familys situation falls under the law mentioned above that a family with only one child

is not required to send their child to the army. The son is a volunteer according to Israeli law.


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APPENDIX #2

Symbolic Features

Directions: Read over the four symbols listed below. As you are watching the film, look out for these

symbols. After watching the film, answer the questions below.

1. Throughout the film, the following image appears in bumper-sticker form many times.(Literal translation: I heart star of David; traditional interpretation: I love Israel)

How do the different characters relate to this sticker throughout the film?

The father:

The son:

What is the conflict between the father and son over this sticker?

What do you think of this conflict?

2. In a few scenes, the radio is more than mere background. At the beginning, the fatherhears news about soldiers on the radio what is his reaction?


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Later in the film, we hear an interview with soldiers on the radio. Take notice that the IDF radio

stations are the most popular in Israel. On every radio station, news is broadcast at least once

every hour, if not every half hour. As the director of this film, Naomi Levari, said in an interview:

In general, military service is a very dominant part of life in Israel, a state that exists primarily due to

its military strength of deterrence. Military concepts and slang are very much a part of society.

In light of this statement, we see that the military pervades all aspects of life and yet, this is

essential in light of the fact that Israels conflicts happen within her own borders and on a daily

basis. How would it feel different for you if the military were to take such a large part of your

everyday life?

3. When the father is fixing transistors, notice that there are newspapers on his work desk. Ifyou look closely, you may be able to see that these are the obituary sections of the

newspaper. How does this relate to the characters personal story? What metaphor can

we see in this in light of the fathers letter to his son (that is never given to him) and the

fact that the father falls asleep on these death announcements?

4. Throughout the film, we notice that the father has a bit of trouble with things not workingproperly: the transistors (that he just cannot seem to fix), his lighter and eventually his car.{Take note that at the beginning of the movie, he lied to his son that the car was not

working. By the end of the film, when he tries to go down to the draft center, the car

does not work.} In your opinion, what does this imply about the relationship between

father and son in this film? Can you identify?


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APPENDIX #3

Filming from the HeartAn interview with Naomi Levari on Draft

by Richard Raskin

Richard: Can you tell me how the idea for this story came to you?

Was it inspired by any specific people you know?

Naomi: In general, military service is a very dominant part of life in Israel, a state that exists primarily

due to its military strength of deterrence. Military concepts and slang are very much a part of society. I

myself refrained from military service for ideological reasons, and I often wonder how I will react as a

parent when, or if, my own son/ daughter enlists. The characters in the movie represent two parts ofmyself: the ideological part - that innocent hippie character - and the part that needs to be accepted by

society and grow up by leaving home. So the idea for this story did not exactly "come" to me. The whole

notion of army is a part of me just as it is a part of any Israeli. I was lucky to be able to formulate my

feelings, thoughts and fears of military service through this movie.

Richard: Both of your actors delivered excellent performances. Can you tell me about your choices in

casting the two roles, and also about the way in which you chose to direct your actors?

Naomi: I chose Avi Pnini (Yoav) because of his face and the close-up shots he supplied. His face is pain

stricken. His long hair testifies to the era he belongs to, one that has long passed. There is not very much

dialogue in the film, and therefore I needed his face to speak. In many scenes, his face is the text.

Yedidia Vital (Guy) is soft and gentle. He is not the macho character you'd expect of a young man anxious

to enlist. In the conflict the film portrays, it would be banal if the father was gentle and the son was macho

- too easy and just a little superficial. Things are not that simple. The Israeli reality is that gentle boys get

drafted too; they even go into combat units. The 18-year-old leaves his/her parents, friends and dreams

behind for three whole years, as s/he goes off to fight.

The film basically directed itself. The situation was very clear. Luckily, I was blessed with two actors who

believed in the script and its message. Yedidia arrived at the shooting directly from his army base, where

he is currently doing his mandatory military service. Avi has sent two children to the army. Both actors

knew the moment, and they had both experienced that night in the past. Although they are not playing

themselves, the transposition was quite simple for them: they knew the situation, and re-experienced thepain. The acting experience and talent were less in play here, their knowledge of the situation brought out

what later appeared on screen.


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Richard: There are wonderful close-ups of Avi Pnini's face. You have already commented on these shots.

Is there anything you would like to add about them?

Naomi: The casting and shooting were inseparable. Adi (the cinematographer) was present at all the

auditions. As already mentioned, we wanted an actor who speaks through his face, who can carry the pain

of the character in his eyes. The close-ups are when the viewer identifies with the character; it's an

intimacy between the viewer and the character.

This is a character that is doing terrible things to his son. He ignores him, yells at him, hurts his feelings,

even hits him. But the close-ups help us to understand and love him. We see through his eyes and the

creases in his face. He loves his son. He is in deep pain. He is in dire straits and he does not know how to

handle the situation. Godard expressed it well by saying that the simple close-up is the most emotional of

them all, because it can make us anxious about things.

Richard: I gather that Guy was not simply drafted into military service but actually volunteered, either

before he would have been called into the army, or perhaps for a kind of duty that not everyone is given. My

uncertainty about this is due to my ignorance about the Israeli draft system. Could you clear this up for me?

Naomi: Wrong. Guy was indeed drafted. In Israel, service is mandatory for every 18-year-old girl and

boy. They have no choice. Most of them actually go happily, for it is a ticket into Israeli society, a source of

pride and belonging, their way to be an equal among equals. There is no hierarchy in the army: the

wealthy and poor fight side by side. There are few who are drafted unwillingly, and there are even fewer

who refuse to serve and are imprisoned for their refusal.

Richard: Yoav has trouble with objects. His car won't start, his lighter doesn't work, and he has a hard

time pulling some part out of a transistor radio he is trying to fix. What were your thoughts on this aspect ofhis character?

Naomi: You're right, nothing works for Yoav. The radio is only an excuse to distract him from the

inevitable confrontation with his son; a way to unload some of his anger and aggression. The lighter

simply won't work, and the car is his punishment for lying to his son about the car not starting, when we

saw him driving it earlier that day. In the closing scene, when Yoav needs his car most, the lie comes true

and the car won't start. This is his nemesis.

All these things happen because Yoav cannot seem to find the way to do things right. He can't figure out

how to speak to his son. He is always choosing the wrong way. How different would it have been if he had

simply asked his son not to go, holding him closely and explaining how much he loves him and howscared he is of losing him? Yoav has a hard time expressing himself in words; thus the constant occupation

with objects, particularly broken ones. His insight comes too late, as does his repentance. The child has

already left.


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Richard: In the final scene, as the bus drives away with Yoav running after it, you substitute an image of

Guy as a boy for the adult young man. This adds to the power of the moment and although I think I can

guess why you did this, how its meaning might be interpreted, I would very much like to know how youunderstand this substitution, in your own words.

Naomi: The little boy in the last scene is the bottom line of the movie. The soldier who enlists is still a

child, and this is true for all armies in the world (the United States forbids the consumption of alcohol

under the age of 21, while 18 year olds are permitted to go out and kill).

I wanted to emphasize that parents who do not allow their children to go out on 5-day field trips are the

same parents who proudly send their children to a place where the probability that they will either kill or

get killed is pretty high. This is quite a paradox. I would like people to stop and ask themselves: why am I

sending my child to military service? I won't allow him/her to smoke because it endangers his/her health,

and they won't drive my car if they're tired, because of the risk this involves, so why am I agreeing to send

him/her to the army? The pride that goes with sending a child off to military service stems from

impotence, from the primordial fear of having to bury your child. And still, everyone goes on doing it.

Parents consciously send their children to the most dangerous place in the world, and celebrate the night

before with a big meal. Why?

The answers are about collectivity and nationality. "Who else will protect the country?" "What if everyone

just decided to refuse, what then?" and so forth. For me, it is difficult to accept these answers, and I find it

hard to believe others do. These so-called national excuses aren't reason enough to make a parent

sacrifice his/her own child. This is totally twisted! I need to put my finger on the "automatic pilot" that

causes people to send their children to play with fire, and why it is that the individual gives in to society

precisely in the most dangerous area.

Richard: Am I correct in assuming that both hawks and doves in Israel would appreciate this film, even

though it is Yoav's story and he is clearly an opponent of right-wing politics?

Naomi: You're right. People in Israel identify with the movie regardless of their political opinions,

because practically everyone here has stood in Yoav's place. This is also, in my opinion, the true

achievement of the film, because it was not made for a persuaded audience. On the contrary, I'm glad I

didn't antagonize people who do not share Yoav's political opinions. From the very start, my editor, Shiri,

said that this film should be edited from an extreme right-wing point of view, and she was right. We would

not have been able to achieve anything if the movie spoke a sectarian language, and it definitely had the

potential to do so. Everyone here experiences the trauma of recruitment, right and left, and it's hard for

everyone. The movie emphasizes the separation, not necessarily the politics.


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Documents

Draft (Leyl Gius) - Lesson Plan