The Israel Tapestry: Jews from Many Lands Series

by ISRAED-(Formerly JETS-Jerusalem EdTech)

Course Description:
As Jews returned from around the world to reunite in the modern State of Israel, they were encouraged to maintain the distinct cultures that they brought with them to create a beautiful tapestry – a unified people with distinctly visible subcultures. This series examines the culture of six different immigrant groups, including their foods, clothing, religious customs, and more. It will also examine the particular contributions that each group had made to Israeli society. Sessions include:
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Session 1: The Jews of Yemen- beginning with the year 1802, Yemenite Jewish immigration to Palestine began, and climaxed in 1949 with Operation Magic Carpet. We will explore the initial settlement of Yemenite Jews in Silwan in Jerusalem, their difficult times in Maabarot (tent cities), their beautiful Hamsa themed jewelry and craftsmanship, their delicious cuisine including jachnoon and kabaneh, as well as discovering their traditional Henna ceremonies, and meeting artists and community leaders.

Session 2: The Jews Of Morocco- Hailing from the Berber region and Fez, this ancient Jewish community was conversant in French, and some served as advisors to the kings. The Jews of Moroccan descent in Israel number approximately one million people. We will listen to their Andalusian Sephardic liturgy, watch their celebrations of Mimouna, and taste their spicy Harissa on Mofletta bread, as we discover their unique heritage in Israel.
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Session 3: The Jews Of Ethiopia – Some made their way by foot and others were airlifted in the dramatic Operation Solomon to the Promised Land. The isolated Ethiopian Jews clung to their traditions, longed to return to Zion, and expected to find the Holy Temple in Jerusalem. We will explore the challenges encountered by the Falasha Mura as they acclimate to life in modern Israel while maintaining their culture, their religious leaders ("Kess"), and their Sigdt celebrations.

Session 4: The Jews Of Russia- Russian Jews began arriving in Israel as early as 1880, partly as a result of progroms. The early pioneers, influenced strongly by socialist ideals, founded agricultural communities in Kibbutz Degania Aleph and Mishmar Hayarden, and subsequently in many parts of the land. After years of oppression and "silence" behind the "Iron Curtain", Russian Jews experienced a reawakening after the Six-Day War. Join us as we discover the history of the "refusniks", their eventual arrival in Israel, and the leadership roles that some assumed - such as Natan Scharansky, Avigdor Lieberman, and Yuli Edelstein. Meet the chess masters, skaters, and athletes who along with other Russian olim have enriched Israel.
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Session 5: The Jews of Western Europe and the United Kingdom –Much of the political and organization impetus for Zionism and the settlement of Israel originated in Western Europe and the United Kingdom. Meet Chaim Weizman, a scientist who was instrumental in securing the Balfour Declaration and later became the first President of Israel, Baron Edmond de Rothschild and his associates who established agricultural enterprises, factories (the Carmel wineries), and settlements in the early 20th century, Recha Freier, a founder of youth Aliyah who saved thousands of children from Nazi clutches, as well as other Jews of Western Europe who have contributed mightily to the culture , cuisine, and philosophy of the State of Israel. Hear French in the streets as current olim acclimate, sharing their "baguettes and beliefs" with the fabric of Israeli society.

Session 6: The Jews Of North America- Journeying from the "Golden Medina" of the United States and hailing from communities in Canada, North American olim have come to help build the "Start-Up Nation ". Get to know the immigrants who have joined communities in Israel since 1948, motivated by strong Zionist beliefs. Meet the olim of Nefesh B Nefesh who since the year 2001 are living the dream and, along with their dreams, have brought professionalism, entrepreneurship, hockey sticks, skates, baseball bats, and apple pie to the "Land of milk and honey" which they now call home.

Suggested Audience: The course can be modified for upper elementary, middle school, high school, and adult learners.

Program Rating

This program has not yet been evaluated.

About This Program

Cost

By Request: $175.00
By Request Premium: $165.00

Length

one or more 45 minute sessions, according to request

Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10, 11, 12, Adult LearnersPublic Library: Library Patrons Content Providers: Content Providers

Minimum participants:

suggested class of 20 - 30 participants

Maximum participants:

suggested class of 20 - 30 participants

Primary Disciplines

Foreign/World Languages, International, Social Studies/History

Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

Booking Information

Sorry, this program is not currently available. To inquire about future availability, please contact ISRAED-(Formerly JETS-Jerusalem EdTech)

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For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.

About This Provider

ISRAED-(Formerly JETS-Jerusalem EdTech)

jerusalem, Israel
Israel

ISRAED is a non profit organization based in Jerusalem dedicated to providing quality live distance learning sessions on topics relating to Israel/Holocaust/Judaism. Our Jerusalem location provides us with faculty and resources that that enhance the presentation and enable the audience to have access to information and insights that would otherwise not be availble to them.

Contact:
joel cohn
rjcohn@gmail.com
917-310-6759

Program Details

Format

xxx

Objectives

Students will explore the cultural and ethnic diversity of Israel's Jewish population

Standards Alignment

National Standards

Students will understand a selection of the following:
-Engage in discussion of primary source documents.
National Standards to which this program aligns National Standards
NSS-C.K-4.2 VALUES AND PRINCIPLES OF DEMOCRACY
What are the Basic Values and Principles of American Democracy?
-What are the most important values and principles of American democracy?
-What are some important beliefs Americans have about themselves and their government?
-Why is it important for Americans to share certain values, principles, and beliefs?
-What are the benefits of diversity in the United States?
-How should conflicts about diversity be prevented or managed?
-How can people work together to promote the values and principles of American democracy?

NSS-C.K-4.5 ROLES OF THE CITIZEN
What are the Roles of the Citizen in American Democracy?
-What does it mean to be a citizen of the United States?
-How does a person become a citizen?
-What are important rights in the United States?
-What are important responsibilities of Americans?
-What dispositions or traits of character are important to the preservation and improvement of American democracy?
-How can Americans participate in their government?
-What is the importance of political leadership and public service?
-How should Americans select leaders?

NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE
-Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
-Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
-Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD
-Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
-Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them

NSS-G.K-12.2 PLACES AND REGIONS
As a result of their activities in grades K-12, all students should
-Understand how culture and experience influence people's perceptions of places and regions.

NSS-G.K-12.4 HUMAN SYSTEMS
As a result of their activities in grades K-12, all students should
-Understand the characteristics, distribution, and migration of human populations on Earth's surface.
-Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.
-Understand the patterns and networks of economic interdependence on Earth's surface.
-Understand the processes, patterns, and functions of human settlement.
-Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface

NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should
-Understand how to apply geography to interpret the past.
-Understand how to apply geography to interpret the present and plan for the future.

State Standards

students will understand a selection of the following:
-Engage in discussion of primary source documents.
National Standards to which this program aligns National Standards
NSS-C.K-4.2 VALUES AND PRINCIPLES OF DEMOCRACY
What are the Basic Values and Principles of American Democracy?
-What are the most important values and principles of American democracy?
-What are some important beliefs Americans have about themselves and their government?
-Why is it important for Americans to share certain values, principles, and beliefs?
-What are the benefits of diversity in the United States?
-How should conflicts about diversity be prevented or managed?
-How can people work together to promote the values and principles of American democracy?

NSS-C.K-4.5 ROLES OF THE CITIZEN
What are the Roles of the Citizen in American Democracy?
-What does it mean to be a citizen of the United States?
-How does a person become a citizen?
-What are important rights in the United States?
-What are important responsibilities of Americans?
-What dispositions or traits of character are important to the preservation and improvement of American democracy?
-How can Americans participate in their government?
-What is the importance of political leadership and public service?
-How should Americans select leaders?

NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE
-Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
-Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
-Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD
-Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
-Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them

NSS-G.K-12.2 PLACES AND REGIONS
As a result of their activities in grades K-12, all students should
-Understand how culture and experience influence people's perceptions of places and regions.

NSS-G.K-12.4 HUMAN SYSTEMS
As a result of their activities in grades K-12, all students should
-Understand the characteristics, distribution, and migration of human populations on Earth's surface.
-Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.
-Understand the patterns and networks of economic interdependence on Earth's surface.
-Understand the processes, patterns, and functions of human settlement.
-Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface

NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should
-Understand how to apply geography to interpret the past.
-Understand how to apply geography to interpret the present and plan for the future.