Ksharim - Makom Israel

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4. Preparation for Teaching Israel – Marc Rosenstein for NACIEThe first thing we need to do is help our teachers feel empowered to teach Israelthroughout the curriculum. We need teachers who are comfortable in theirknowledge of Israel ancient and modern, who know the map, know the seasons,know the language, know the landscape. We need teachers who can see in theirmind’s eye Saul and Jonathan on the Gilboa, Elijah on the Carmel, Rabbi JudahHanasi in Zippori, the Ramban in Acco, the settlers at Kinneret, the soldiers at theWestern Wall. We need teachers with mastery of the texts that link us to the land,from the wanderings of the patriarchs to the laws of the sabbatical year to thewarnings – and promises – of the prophets; from the agricultural technicalities ofthe Mishnah to the agricultural images of Rachel’s poetry. We need teachers whohave struggled themselves with the religious and ideological issues of themeaning of the land and state of Israel for the individual Jew and for the Jewishpeople. We need teachers who have experienced both the land and the state “upclose and personal.”The preparation of teachers to engage in “Israel education” is not a simple processof pumping up their knowledge of the history of the modern state and of theArab-Israel conflict, nor is it just to equip them with videos, games, and textbookson life in Israel today, on heroes of the state, on Israel’s successes in high tech, etc.Maybe we need to do those things, but they are not even close to sufficient, and Ibelieve that they are secondary to the kind of preparation implied in thepreceding paragraph: we need to provide for them the opportunity to experienceour texts in the context of their rootedness in the land – and to experience theland as reflected in and explained by our texts. Our goal is not just teachers whopossess lots of knowledge about Israel, or even who model solidarity with Israel;our goal is teachers for whom Israel is a seamless part of their own Jewish identity,informing every aspect of their Jewishness and flowing naturally in everythingthey do as Jews and teach as Jewish teachers.Parker Palmer:If students and subjects accounted for all the complexities of teaching, ourstandard ways of coping would do: keep up with our fields as best we can, andlearn enough techniques to stay ahead of the student psyche. But there is anotherreason for these complexities: we teach who we are.Teaching, like any truly human activity, emerges from one's inwardness, for betteror worse. As I teach, I project the condition of my soul onto my students, mysubject, and our way of being together. The entanglements I experience in theclassroom are often no more or less than the convolutions of my inner life. Viewedfrom this angle, teaching holds a mirror to the soul. If I am willing to look in thatmirror, and not run from what I see, I have a chance to gain self-knowledge - andknowing myself is as crucial to good teaching as knowing my students and mysubject.16 Ksharim
In fact, knowing my students and my subject depends heavily on self-knowledge.When I do not know myself, I cannot know who my students are. I will see themthrough a glass darkly, in the shadows of my unexamined life - and when I cannotsee them clearly I cannot teach them well. When I do not know myself, I cannotknow my subject - not at the deepest levels of embodied, personal meaning. I willknow it only abstractly, from a distance, a congeries of concepts as far removedfrom the world as I am from personal truth.So what we need to do is help teachers articulate their own relationship to Israel,to clarify its place in their Jewish identities, to bring out in the open the dilemmaswith which they struggle (or which they suppress) with regard to Israel.5. Master SyllabusLessonTopic1 Meaning of Israel, courseoverview2 Geography of Israel intro.3 Historical introduction4 Early ties I: Abraham in andout of the land5 Early ties II: Isaac and Jacobin and out of the land6 Joseph – archetype of theexile experience7 Exodus and Sinai –formative events outsideIsrael8 The spies, the desertwandering9 Torah as user’s manual forthe land10 Covenant, Torah law andmodern Israel11 Man and landscape inEretz Yisrael12 Joshua and Judges:conquest or coexistence13 Creating a kingdom – Sauland David14 The monarchy: heyday,division, and decline15 The destruction (and theprophets’ warnings)16 The messiah – propheticvisions of redemption –and later interpretations17 Shivat tziyon17 Ksharim
Page 3: Roots in the Text, Roots in the Soi
Page 6 and 7: General description:To accomplish t
Page 8: L e s s o n 1:The Meaning of Israel
Page 11 and 12: Sources1. From an Interview with Sh
Page 13 and 14: Correspondingly, much of the debate
Page 15: A. D. Gordon, “Our Tasks Ahead”
Page 19 and 20: politics: since the Rabinassassinat
Page 21 and 22: L e s s o n 2:Geography - getting t
Page 23 and 24: 5. Thoughts on practical applicatio
Page 25 and 26: L e s s o n 3:Locating ourselves on
Page 27 and 28: Sources1. Suggested names for chron
Page 29 and 30: f. Passover HaggadahIn every genera
Page 31 and 32: Behind this seemingly minor semanti
Page 33 and 34: L e s s o n 4:Early Ties I: Abraham
Page 35 and 36: iv.that are destroyed because of th
Page 37 and 38: L e s s o n 5:Early Ties II: Isaac
Page 39 and 40: i. Claims on the land:1. God’s co
Page 41 and 42: L e s s o n 6:Egypt - Prototype of
Page 43 and 44: SourcesI. Accounts of the Diaspora1
Page 45 and 46: 4.11One day he went into the house
Page 47 and 48: leadership” and therefore interpr
Page 49 and 50: 4. Expanded Outlinea. Identifying D
Page 51 and 52: Questions for Discussion: Annually
Page 53 and 54: c. Concrete examples of how the ens
Page 55 and 56: When life is good among the nations
Page 57 and 58: The Netziv: Haaemek Dvar on same ve
Page 59 and 60: more than a little unpopular and it
Page 61 and 62: L e s s o n 8:The Desert Experience
Page 63 and 64: The desert experience can be divide
Page 65 and 66: preferred a “spiritual” nationa
Page 67 and 68:
Sources1. Abarbanel Introduction to
Page 69 and 70:
divine providence the Land enjoys,
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Emek Dvar Numbers 32:18“So that t
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Lesson 9:“…for the land is Mine
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The Torah promises us “Follow my
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Question:How are we, a recently est
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However if we see the mitzvah as ca
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The "OU" does not rely on the stand
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prevailed. This is to teach you tha
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d. Since the beginnings of Zionism,
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ief illustration of the difficulty.
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phenomenon is the history of Jewish
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L e s s o n 11:adam v’adama: The
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iii.The rabbis were somewhat more c
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created I created for you. Take car
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an architect who builds a palace, f
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Mark Twain, Innocents AbroadWhen I
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eading the text; following the conq
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Palestine. Nor does the archaeologi
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ut first some of the basic underlyi
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which would testify to peaceful rel
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egard to the interpretation of the
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we do know about the history of the
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Sources1. A general background essa
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capital, etc. In chapter 11, when t
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he suggests building a royal temple
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112אתה בא אלי בחרב וב
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בלדה למלךמילים:‏ ב
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L e s s o n 14:The Empire and its d
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presence among Israel, an ongoing a
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400300Hellenistic conquest 330200 H
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(17:3-6). King Hezekiah, the next r
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L e s s o n 15:Destruction of the F
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II Kings 24: Nebuchadnezzar's campa
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•History is what we see: armies a
Page 138 and 139:
Sources1. A time line, to keep thin
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4. Expanded outlinea. Prophetic ori
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Jesus became a popular preacher in
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Daniel 12 - apocalyptic vision Mark
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R. Kattina said: Six thousand years
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L e s s o n 17:Shivat Tziyon1. Outl
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what we have here is a separation o
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1. Nehemiah 5 presents a very inter
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L e s s o n 18:Teaching the Bible,
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. Pre-zionismi. Before the end of t
Page 158 and 159:
Sources1. Louis Ginzburg, Legends o
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the note attached to the goat's ear
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7. Land and Identity - an activity
Page 164 and 165:
Lesson 19:The Hellenistic period an
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ii.Perhaps the most important point
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iii.…Which brings us back to the
Page 170 and 171:
this pagan counterattack. In any ca
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In those days, in this seasonThe Ma
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4. Expanded outlinea. History of th
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1.Antiquities of the Jews, 13.5.9:
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them animals for the continual offe
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sought to harmonize between the rea
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5. Thoughts on teaching this lesson
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ii.iii.iv.Nevertheless, its net res
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arch showing the Romans carrying aw
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They wanted to give it a push. He s
Page 190 and 191:
Lesson 22:The MishnahNote: this les
Page 192 and 193:
SourcesAttached are photocopies of:
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for the temple worship itself, and
Page 196 and 197:
Note that there is a hierarchical s
Page 198 and 199:
setting of the calendar, they respo
Page 200 and 201:
Hananiah, Rabbi Yehoshua's nephew,
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marking time has no relation to the
Page 204 and 205:
celebrated for one. Passover and Su
Page 206 and 207:
calculations involving the time of
Page 208 and 209:
equinox. Any two of these reasons c
Page 210 and 211:
8. Mishna Rosh Hashanah Chapter 2 M
Page 212 and 213:
This is not an apropos remark. The
Page 214 and 215:
3. Lesson goalsa. "Taste" the compl
Page 216 and 217:
After the movie: The movie shows th
Page 218 and 219:
AsiaAfricaEurope-Americas14.418.467
Page 220 and 221:
Apple and honeyAnd apple on a flagA
Page 222 and 223:
Lesson 26:Sukkot1. Outlinea. Booths
Page 224 and 225:
http://www.plantoftheweek.org/week1
Page 226 and 227:
stronger sense of dependence whatev
Page 228 and 229:
Sources:Mishnah Sukkot4:1 The lulav
Page 230 and 231:
Bible as a holiday and first appear
Page 232 and 233:
iii.of God's Holy shefa, all of lif
Page 234 and 235:
Conclusion and Questions for Discus
Page 236 and 237:
Snow is falling on my city through
Page 238 and 239:
[Tu Beshvat] is a reminder to us th
Page 240 and 241:
Our seven kinds of fruit are comple
Page 242 and 243:
L e s s o n 28:Megilat Esther, Exil
Page 244 and 245:
12-14: Mordecai brings her down to
Page 246 and 247:
27. Hamantaschen (“Haman pockets
Page 248 and 249:
a. The first Pesach in Eretz Yisrae
Page 250 and 251:
surprise of Babylonian children at
Page 252 and 253:
Translations of excerpts from:מו
Page 254 and 255:
p. 101, Ayelet Hashachar, 1953Excer
Page 256 and 257:
To arms, comrades!Seize sword and l
Page 258 and 259:
coverage of related topics, and sad
Page 260 and 261:
Source #2 is an excerpt from a circ
Page 262 and 263:
Strengthening the ties of young Isr
Page 264 and 265:
On the other hand, I wonder about t
Page 266 and 267:
L e s s o n 31:Yom Yom Ha-Atma'aut1
Page 268 and 269:
Discussion: Do the ways Israelis ch
Page 270 and 271:
envisioned Yom HaAtzmaut as the foc
Page 272 and 273:
questions troubling the religious Z
Page 274 and 275:
In the Second World War, the Jewish
Page 276 and 277:
Nathan Alterman (translated by Davi
Page 278 and 279:
there is no need for Kria (rending
Page 280 and 281:
L e s s o n 32Counting down to Shav
Page 282 and 283:
Once it gets dark, he says to them:
Page 284 and 285:
ecause they did not show respect fo
Page 286 and 287:
onfires has morphed into a fiery ni
Page 288 and 289:
http://www.myjewishlearning.com/dai
Page 290 and 291:
23. Clearly, there were some vague
Page 292 and 293:
what does he mean coming to us talk
Page 294 and 295:
L e s s o n 34Israel in the Liturgy
Page 296 and 297:
It seems that the groundwork for th
Page 298 and 299:
specific land of Israel. It could b
Page 300 and 301:
xiii. 5). But the custom which was
Page 302 and 303:
would fear me," etc. (Dent. v. 26).
Page 304 and 305:
L e s s o n 35Childhood1. Outlinea.
Page 306 and 307:
And in a commandment to the priests
Page 308 and 309:
Connectedness to Jewish history Imp
Page 310 and 311:
addition to other ways of marking t
Page 312 and 313:
The "celebration of the group" whic
Page 314 and 315:
life based on the notion of a “Ne
Page 316 and 317:
on%20for%20Democracy%20at%20the%20S
Page 318 and 319:
20. Three Galilee Diary entries on
Page 320 and 321:
and stressing the importance of ser
Page 322 and 323:
which some see as an important role
Page 324 and 325:
Continue to live in Israel 84%Move
Page 326 and 327:
Source 4:Intend to enlistafter high
Page 328 and 329:
As a rite of passage and a leveler,
Page 330 and 331:
L e s s o n 37Marriage1. Outline:a.
Page 332 and 333:
gladdened the heart of a bridegroom
Page 334 and 335:
certification by a court. There is
Page 336 and 337:
classification that would have prev
Page 338 and 339:
4.Expanded Outline:j. References to
Page 340 and 341:
2. The sages ruled that a person li
Page 342 and 343:
17. In an attempt to address the di
Page 344 and 345:
Sources:1. http://www.itim.org.il/b
Page 346 and 347:
8. http://www.irac.org/article_e.as
Page 348 and 349:
19. Mishna Ketubot Chapter 13 Mishn
Page 350 and 351:
almost entirely an aliyah of famili
Page 352 and 353:
2. In 1948, the IDF began to reorga
Page 354 and 355:
groups there is a slight difference
Page 356 and 357:
large. Women, however, are not enco
Page 358 and 359:
in the Arab sector. A small number
Page 360 and 361:
Sources1. http://www.ithl.org.il/bo
Page 362 and 363:
An insider (male) view of Haredi wo
Page 364 and 365:
L e s s o n 39Death and Mourning1.
Page 366 and 367:
vii.There is a well-known belief, f
Page 368 and 369:
Traveling with a dog on El Al can b
Page 370 and 371:
Thou shalt carry me out of Egypt an
Page 372 and 373:
L e s s o n 40Medieval Connections
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however, resisted the temptation to
Page 376 and 377:
Isaac Luria - the Lion (the Holy Ar
Page 378 and 379:
The Baal Shem Tov felt a powerful l
Page 380 and 381:
Discussion: Are these spiritual ele
Page 382 and 383:
and purity of life reach perfection
Page 384 and 385:
My God, break not the breakers of t
Page 386 and 387:
now I have come to reveal the follo
Page 388 and 389:
4. He said that he was very happy t
Page 390 and 391:
unlocking Jewish wealth and enterpr
Page 392 and 393:
Questions for discussion:Do you see
Page 394 and 395:
ooklet Rome and Jerusalem; The Last
Page 396 and 397:
was the crowd shouting at Dreyfus
Page 398 and 399:
Sources1. THE ASSEMBLY OF JEWISH NO
Page 400 and 401:
Are they bound to obey the laws and
Page 402 and 403:
4. Moshe Lilienblum, (b in 1843, ra
Page 404 and 405:
experience itself…The objections
Page 406 and 407:
If other national movements which h
Page 408 and 409:
L e s s o n 42Different Directions
Page 410 and 411:
other words, Zionism is not just an
Page 412 and 413:
How could socialist Zionism be reco
Page 414 and 415:
Another possibility is to bring a p
Page 416 and 417:
een given the Torah to teach us to
Page 418 and 419:
4. Nahman Syrkin, “The Jewish Que
Page 420 and 421:
the fifth-century Europeans. We sho
Page 422 and 423:
L e s s o n 43Jews in Eretz Yisrael
Page 424 and 425:
seeking authenticity in a return to
Page 426 and 427:
and I am sent from the 'Alliance Is
Page 428 and 429:
for industriousness, conquest of li
Page 430 and 431:
This step required much deliberatio
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Ksharim - Makom Israel

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