Where Do I Stand with Israel?

Brief

The goal of this program is to create a non-judgemental and safe environment for campers to discuss and articulate their views on Israel.

Equipment

• 4 printed statements about Israel

• Printed question mark to place on the floor in the center of room

Activity length: 45-60 minutes 

• Opening (5 minutes)

• Trigger activity (15-20 minutes)

• Program - sharing in small groups (30-40 minutes)

• Reflection (10-15 minutes)

Age Groups

High School, Staff

Topics

Zionism

Adaptable for Shabbat

Most of the program is discussion-based and therefore shabbat appropriate. One activity includes personal written reflection so would need to be adapted for Shabbat as discussion based.

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Goals & Overview

1. Campers will consider different perspectives regarding the relationship between American Jews and Israel.

2. Campers will consider how such perspectives can differ by generation.

3. Campers will be encouraged to engage in further discussion and reflection regarding their personal relationship to Israel.

Thought Questions / שאלות למחשבה

1. How do you feel about Israel?

2. Do you feel differently from your parents or others in their generation?  Why?

3. What does the phrase "standing with Israel" mean to you?

For the facilitator

One’s relationship, especially among American Jews, can be confusing and complex.  Our views about Israel are shaped by our parents, our teachers and our community, as well as by events that happen and how they are reported and interpreted.  Our views may evolve with time and experience.  This activity explores four broad statements representing different, often extreme, viewpoints on Israel. By considering these statements, campers can gain a greater understanding on how they personally view Israel and how their views might differ from older generations.  Our hope is to encourage a nuanced understanding of Israel, and give permission to be reflective, even critical, while still loving Israel.  The activity aims to create a safe environment for campers to discuss their relationship with Israel. 

The facilitator can frame the discussion with these parameters:

• Defence - Israel Can Do No Wrong.  Supporters of this view believe that Israel is always in the right and that its actions are justified, even in the face of criticism. They argue that Israel is a democratic nation with the right to defend itself from threats and that it has a strong commitment to upholding human rights and the rule of law. Individuals who hold this approach view any criticisms on Israel as anti semitic. 

• Delegitimization - Israel Can Do No Right.  Some individuals take the approach that Israel can do no right. This view is often characterized by a belief that Israel is an illegitimate state and that its actions are inherently wrong. Supporters of this view may argue that Israel is a colonial power that has unfairly taken land from the Palestinian people and that it has consistently violated human rights and international law. They may point to examples of Israeli military actions, settlement expansion, and treatment of Palestinians as evidence of its wrongdoing.

• Disengagement/Dissolution (I Don’t Want to Deal with Israel - It Is Too Complicated Not Worth My Time).  Some individuals may take the position of disengaging from any relationship with Israel entirely. This may be due to frustration or a belief that the situation is too complicated to navigate or understand. These individuals may feel that it is not worth their time or energy to engage with Israel, whether because they believe it is unlikely to change or because they feel overwhelmed by the complexity of the issue.

• Confusion - I love Israel but I am confused.  Some individuals express affection or admiration for Israel while simultaneously feeling conflicted or uncertain about certain aspects of its policies or actions. This nuanced perspective acknowledges both positive attributes associated with Israel as well as concerns or criticisms that arise from its behavior.

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Program

Phase I (20 mins)

1. Hang statements on the wall in four corners of the room.

• Statement 1: Israel can do no wrong.

• Statement 2: Israel can do no right.

• Statement 3: I don't want to deal with Israel - it is too complicated and not worth my time.

• Statement 4: I love Israel but I’m confused 

2. Introduce activity to chanichim.  Acknowledge the complexity of the topic and the diverse perspectives that may exist within the group.  Encourage chanichim to listen actively and consider the reasoning behind different viewpoints.  For example, ask chanichim to make “I” statements rather than “we” statements.  Ask chanichim to express their own viewpoints in a thoughtful manner and without an insulting spirit.  Encourage the use of language such as “I hear what you are saying, but I think…”

3. Read each statement aloud.

4. Instruct the chanichim to stand near the statement that reflects their understanding of:

1. A grandparents' perspective

2. A parents' perspective

3. The perspective of the establishment (synagogue, federation,etc)

4. Their own personal stance

5. Their future children’s perspective 

5. After each instruction, ask several participants to explain their reasoning for choosing their position. If they don’t know how to answer they can stand in the center of the room on the question mark which is place on the floor

Phase II- Group Reflection (20 minutes)

1. This segment of the activity can be done with the whole group, or with smaller groups.

2. Discuss with the chanichim the different positions they took in the opening activity, Explore what these responses reveal about:

• Changes in Jewish approaches to Israel across generations

• The evolution of the American Jewish community's relationship with Israel, including how that relationship varies among the major denominations.

• What can be learned about our camp community?

• What questions might be asked of family members about their views on Israel?

• Was it difficult to imagine yourself in the shoes of someone with a different perspective?

• How can you learn more about the different perspectives on Israel?

Phase III- Conclusion (10 mins)

• With the larger group combined, ask chanichim to share what “standing with Israel” means to them.

• If time permits, sing Al Kol Eileh (Naomi Shemer).  The theme of the song is that love and connection to Israel

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