Dear parents,
I am writing this update a few hours after the group departed Israel to return to Lithuania (the students are still in flight as I write these lines). Some of you may be reading this update after meeting your sons and daughters. I’m sorry that we did not have the opportunity to translate this update. I hope that everyone is able to read this or have someone translate for him or her. We are certain that your children told you how the program has affected them. You are now ready to meet your children after two weeks and share all their exciting stories.
The students had many special activities this past week. You can see much of this in the pictures that we posted on our website. Please go to www.amiie.org and click on to the photo gallery.
On Sunday July 27, the students learned about the period after the destruction of the Second Temple and the revolt in Massada. The theme of the day was the relationship between Jews and Romans after the Great Revolt. It was a period of great achievements yet much tension. All this led to another revolt against the Romans, the Bar Kochba Revolt. This revolt, which took place merely 60 years after the fall of Jerusalem and the destruction of the Temple, forced many Jews to leave Israel and in many ways ushered in the Middle Ages.
The results of the revolt were devastating for the Jews of Israel and for Judaism. The Roman decrees in essence “outlawed” Judaism. Jews found many ways to meet this challenge. One of the ways was the development of the Mishna and Talmud. The students learned about the Mishna and had an opportunity to learn a topic in the traditional way that the Mishna is studied in a Yeshiva. It was just a taste of course. The topic that was chosen related to the Talmudic attitude towards ransoming captives.
After the lesson on our campus, the group traveled to the Galil as the center of Jewish life moved to this region. This was a period when Rabbinic Judaism completed its adaptation of Jewish life to the new reality that resulted with the destruction of the Temple. The Sanhedrin, the rabbinic institution that developed Jewish law and was the government of the Jewish people, moved to several places including Tzipori, where many Jews found shelter during the second century. The city was named after the Hebrew word for bird, ‘Tzipor’, because it seems to soar from its position on top of a hill. King Herod liked its strategic position and made it his capitol of the Galil.
The city assumed enormous importance as a center of Jewish learning. This prosperous town had collaborated with the Romans during the Great Revolt (66 – 70 CE), and because of its undisturbed tranquility had a thriving Jewish community from the first Century onwards. This is probably why Rabbi Yehuda Hanasi who wrote the Mishna and a host of rabbis, students and Jewish academies settled there in the second Century. During this time, the city rapidly expanded and might have numbered about 12,000 people.
The Romans never destroyed Tzipori and therefore it gives one of the best impressions of Roman and Jewish life in Israel in the first centuries. Whereas other sites are mostly famous for tombs or old synagogues, Tzipori has Roman streets and buildings. In fact, a completely antique city has been dug up.
The students toured the town and saw many buildings with exquisite mosaic floors. One of the interesting places is a large mansion from the Roman period from the third Century. It is not known who the inhabitants were and whether they were Jewish or Roman, but they must have been distinguished and affluent citizens. The mosaic panels show excerpts from the life of Dionysus, mostly known for being the god of the wine. The daintily laid compositions of thousands of tiny stones in 23 colors depict wine processions and drinking competitions. On one side is the portrait of a woman with gold earrings and a wreath and a lovely face that acquired the name ‘Mona Lisa of the Galilee.’
The tiyul ended at the synagogue. There were reputed to be at least 18 synagogues in Tzipori in Talmudic times, but so far this is the only one which was found. On the floor lie mosaics, including a zodiac and a menorah.
At the synagogue, the students discussed the obvious influence of Roman culture on Jewish life. This led to discussions on the contemporary relevance of similar processes – how is modern Jewish culture influenced by the cultures around us? How does this effect our identity? Many Students commented that this was an important discussion for them.
On Monday, the students learned about the development of the Kehilla, the Jewish community with all its institutions. In class on our campus, the students also role-played to try to determine how they would allocate funds to meet the needs of the Jewish community.
In the afternoon, they traveled to the Museum of the Diaspora in the Tel Aviv University. This very special museum tells the story of the Jewish people from the time of their expulsion from the Land of Israel 2,500 years ago to the present. It relates the unique story of the continuity of the Jewish people through exhibition, models and movies. The exhibit deals with different themes in Jewish life. It has a wonderful collection of models of synagogues from all over the world.
In the evening, after dinner, the group went to the home of their teacher Tuvia for desert and conversation. In addition, they had a music session led by Tzvi (Gustavo) Yosef whom many remembered from his visits to camps in Lithuania.
On Tuesday July 30, the students learned about the development of Zionism. The first stop was in Kibbutz Kfar Giladi in the Upper Galil area, the northernmost region of the country, overlooking the Hula Valley. Here the students were able to see much of what the pioneers accomplished. On the kibbutz, the students visited the Bet Hashomer, the museum dedicated to the Guardsmen organization that protected the early pioneers. Here they learned about an important aspect of the life of the pioneers; the need to defend themselves. Nearby is Tel Hai where the first battle against the Arabs took place in 1920. The personality of Joseph Trumpeldor was the trigger for a discussion of the dedication of the pioneers and the sacrifices they were prepared to make to build the land.
Next, the students visited Kibbutz Ma’ayan Baruch, one of the northernmost settlements in Israel near the border with Lebanon. They met Phillip Pasmanick, the security officer of the kibbutz. He spoke about his life, his family and was able to give the students important information and perspective on the situation in this region. As head of security for the kibbutz, Philip played a very important role in the events of summer 2006 in the region. Philip took the students to the Lilach outpost on the border with Lebanon. They heard a short explanation from one of the soldiers about his responsibilities and life as a soldier in the border outpost. The students also saw an armored personnel carrier (APC) and had a chance to sit inside it. They walked through the fortifications lines and peeked into Lebanon.
After lunch the students kayaked on the Hatzbani (Snir) River, one of the tributaries that flow into the Jordan River.
From there the students went to the cemetery on the shores of the Kineret near the Kineret training farm where the idealistic but inexperienced pioneers learned how to farm this difficult land. In this training farm the pioneers conducted many social experiments that eventually led to the kibbutz. Many of the famous pioneers and future leaders of Israel passed through this training farm now being reconstructed. With this visit our students were better able to appreciate the ideals and lifestyle of the Chalutzim. Two of the most important personalities that the students learned about were A.D. Gordon, “father of Labor Zionism” and Rachel Blaustein, the poet who captured the ideals and spirit of the pioneers. Many of her poems have become popular songs in Israel. Naomi Shemer who wrote the words and music of so many of Israel’s popular songs (including Yerushalayim shel Zahav, Jerusalem of Gold) is also buried in this cemetery.
At the conclusion of the day, the students went to the guesthouse in Kibbutz Genossar. After dinner, they had some free time in Tiberias
On Wednesday, the students were on the Golan, to learn its history and understand its importance for Israel’s security as well as its role in the peace process with Syria. . They began the day at Tel Faher, a Syrian Bunker on the slopes of the Golan Heights captured in the Six Days War. From this bunker the Syrians had a good view of the northern Hula Valley and posed a constant threat to the kibbutzim below. In this bunker, the students understood the background leading up to the war in June 1967.
From there, they drove to the present border with Syria at a 1973 battle zone known as Hill 77. There, one of the most important tank battles of the Yom Kippur War took place. Because of this battle, the place is also called the “Valley of Tears”. The tank crews and infantry units who fought heroically and in this battle stopped the Syrian onslaught. Their sacrifice prevented the Syrian army from overrunning the Golan and invading the valley below. The memorial to the 77 battalion enabled the students to pay tribute to these heroes of the IDF. Overlooking the battle area and the present border, the students were especially able to understand the situation that existed before 1967 and future issues that arise from any potential negotiations with Syria. The students saw an audio visual presentation about the Golan at the near-by Kibbutz Elrom.
Driving the short distance to Katzrin, the students could appreciate all that was built on the Golan in the past 35 years. After lunch, the students went to the Yahudia Nature Reserve. This is a beautiful area in the Golan. The students enjoyed beautiful the waterfalls in the nature reserve.
The tiyul ended with a very important discussion at Mitzpeh Gadot on the Golan, Syrian bunkers overlooking Kibbutz Gadot. During the discussion, the students reflected on all they had studied during the past few days.
They returned to Kibbutz Genossar and met other students studying this summer at the Alexander Muss High School in Israel. In the evening, we had an optional lecture. Some of the students listened to a very interesting talk by Tzion (“Ziggy”) Keresanti. Ziggy was photographed at the Kotel moments after its liberation during the Six Days War in 1967 as one of the first paratroopers who liberated the Old City. The picture of the three paratroopers has become one of the iconic photos of the war. Ziggy shared his experiences with the students.
The tiyul on Thursday was devoted to the struggle of the Jews in Israel for independence against the British Mandate government. The day began at Rosh Hanikra, the beautiful grottos in the Mediterranean Sea on the border with Lebanon
The first aspect of the struggle that the students studied was the struggle for “illegal” immigration. To learn about this important chapter in Israel’s struggle for independence, the students went to the beach at Atlit. On the beach the students learned about and reenacted how the clandestine immigrants, (so called “illegal”) mostly Holocaust survivors, made valiant attempts to break through the British blockade. In addition to re-enacting this dramatic chapter in our history, the students had a chance to relax a bit on the beach.
Next, the students visited the Atlit detention camp. It was in this camp that the British detained many of the immigrants that were caught on their ships. One of the important incidents that related to the camp was the organized escape led by Yitzhak Rabin, then a very young PALMACH officer.
The students also discussed the ideology and activities of the Jewish underground movements in fighting for independence and protecting the country
From there the students went to Acco, a beautiful and unique city on the Mediterranean Sea. They went to a special synagogue built by Jews from Tunisia that has many beautiful mosaics on the wall. The most important reson to visit Acco was to go to the prison where many Jewish leaders, members of the underground movements were held. The students also visited the gallows room at the Acco prison. In this prison many of Israel’s underground fighters were imprisoned including some that eventually became Israel’s leaders. In this prison, too, some of the fighters made the supreme sacrifice for Israel’s independence as the British executed some of the underground fighters. The students ended the visit to the Acco prison with a moving ceremony in which they paid respects to the dedication and tenacity of the fighters who made the State possible.
The day ended at Ussefiya, a Druze village. A local resident hosted the students. The students visited a typical home, learned about the culture of the Druze and had a music and dance session. They learned about this religious ethnic group. The Druze are an offshoot of Islam founded in Egypt in the 10th century. Much of the religious principles of the Druze is a secret known only to the initiates of people. One of their principles is loyalty to whatever state they live in and as such the Druze are loyal to the State of Israel and serve in Israel’s armed and security forces. Discussing the Druze and how they have integrated into Israeli society enabled the students to understand the relations between Jews and other minority groups living in Israel.
Friday’s tiyul was devoted to learning about the pioneers who developed the urban centers of Israel and to Israel’s cultural history. We chose to do this in Tel Aviv, a city that has grown from 66 families who built their homes on the sand dunes in 1909 into a large modern city that is the cultural and commercial center of Israel today.
It is a coincidence perhaps, but significant that in 1909 both the first Kibbutz as well as the first Hebrew city were founded.
Modern Tel Aviv developed out of the ancient city of Jaffa. The tiyul began in Neve Tzedek, one of the first neighborhoods built outside of ancient Jaffa and eventually became one of the core neighborhoods of the modern city established later. From there they walked to the center of Tel Aviv to visit some important sites.
During the walk, they visited the Nahum Guttmann Museum. Nahum Guttmann was one of the first artists in the young city and painted many scenes depicting life in the emerging city. The current exhibit in the museum displays contemporary art and a comparison with Guttmann’s art.
One of the sites that were visited was the former home of Meir Dizengoff, one of the founders of Tel Aviv and its first mayor. In this house Ben Gurion declared Israel’s independence in 1948. Today the house is a museum of history. The exhibits and film in the building helped the students to understand the history of Tel Aviv and the modern Hebrew culture that has developed there. One of the highlights of our visit to Dizengoff’s house was the re-enactment of the Declaration of Independence
The students were encouraged to conduct interviews with people they randomly met. These interviews served as the basis for a discussion on many topics relevant to understanding how Israelis view themselves as citizens of their country, as Jews and their relations with Jews around the world. While conducting the interviews, the students had some free time for lunch (which they had prepared on campus) on two of Tel Aviv’s interesting streets – Shenkin and Nahalat Binyamin. Every Friday there is an arts and crafts fair on Nahalat Binyamin Street (this is the reason that we scheduled the tiyul on a Tuesday) which the students enjoyed very much.
The visit to Tel Aviv ended at Rabin Square where the students had an opportunity to pay respects to the slain leader who was cruelly and tragically assassinated there more than 12 years ago.
From Tel Aviv the students drove to Jerusalem. They went directly to the Mahane Yehuda market. One of the unique open air markets in Jerusalem. The students had a chance to see how people make last minute preparations for Shabbat. The students, of course, were also able to buy many refreshments for Shabbat.
Visiting this market also gave the students a chance to compare life in tel Aviv and Jerusalem and discuss what they observed.
After a bit of a rest in the youth hostel, the students gathered to light Shabbat candles sing songs and dance (the dancing was led by Tuvia’s young son). They walked to the Kotel to observe and participate in the Kabbalat Shabbat service. Many students commented on how moved they were to see so many Jews celebrating together. They returned to the youth hostel for a Shabbat dinner and Oneg Shabbat program
On Shabbat morning the students walked to see different synagogues. In particular, they enjoyed the Great Synagogue with its choir and one of the smaller but very lively synagogues. On the way back to the hostel for lunch, they toured some of Jerusalem’s historic neighborhoods. In the afternoon they had a program in one of the parks
The day ended with a Havdalah program. During the program, the students passed the Havdalah candle and reflected on all that they are taking back from Jerusalem and Israel
On Sunday morning the group reviewed much of what they learned. We also asked them to fill out evaluation forms. In the afternoon they had a very important “advocacy seminar” in which they discussed ways to deal with anti-Israel propaganda.
Yesterday was the last day of the program. The students returned to Jerusalem to visit two important places in order to reflect on what they learned these past two weeks. They went to Yad Vashem Yad Vashem, the national monument and museum. This visit enabled the students to reflect on the meaning of this terrible and tragic period and to draw personal conclusions. There are many memorials and exhibits that relate to specific themes of the Holocaust. In Yad Vashem the students learned and discussed many issues including the Righteous Gentiles who assisted Jews, and lessons to be learnt from the Holocaust. The closing discussion was conducted near an important and unique monument at Yad Vashem - the “Valley of the Destroyed Communities”. The Valley of the Destroyed Communities symbolizes a world that was destroyed, leaving behind nothing but its ruins to testify to the richness that had once existed. More than 4,500 Jewish communities were destroyed during the Holocaust. The exhibit is laid out as if it is a map of Europe with the names of the communities listed on large stones. The students, of course, recognized many of the names of the communities in Lithuania and elsewhere. The discussion was an important opportunity to reflect on the rich life of the jewish communities that was destroyed during the Holocaust
The group visited the Herzl Museum. The museum is located atop of Har Herzl (Mount Herzl). The museum details the life of Theodor Herzl, and describes the many contributions he made to the Zionist cause. A multi media presentation creatively portrays the motivations and visions of the Zionist leader. While the film and the museum depict the greatness of the Israeli cause, they do not pretend that Israel is the perfect state. The film also notes the work that needs to be done to fulfill the original goals of Zionism. The presentation concludes with a beautiful movie showing all that Israel has achieved in agriculture, science, culture and industry. It is a wonderful way to review much of what the students studied during the semester.
Har Herzl is Israel’s National Cemetery and is the burial site of many great Israeli leaders including Herzl, Jabotinsky, Yitzhak Rabin and Golda Meir Teddy Kollek and others.
Har Herzl is also one of Israel’s military cemeteries. Visiting the Mt Herzl cemetery was an opportunity to pay homage to Israel’s leaders and heroes. This was an important element in putting closure to the program.
From there the students traveled to the Knesset, Israel’s parliament. The Knesset is currently in recess so we did not tour it. The students visited the Menorah, which stands in the area in front of the Knesset gates. Members of the British Parliament donated it to the Knesset in1956. The subjects depicted on its reliefs are drawn from the Jewish tradition and Jewish history. Looking at the Menorah gave the students a chance to review many things they learned
The final discussion was conducted in the nearby Rose Garden. The students reflected on their special moments and experiences – funny moments, serious moments and memorable moments. It was wonderful for me to hear their feedback. Every student spoke about how special this program was to him or her. Each spoke about a special discussion or activity they had in Israel. For me and other members on our staff it was very gratifying to hear how the students were affected and moved by their experience in Israel
We concluded the day and the program with dinner at the Bet Anna Ticho restaurant in Jerusalem.
I would like to take this opportunity to thank you for sending your sons and daughters to us this session. It is truly appreciated. Your sons and daughters received an important gift; the gift of an educational experience in Israel. I am certain that in years to come you and your children will be able to reflect back to this time in their life and appreciate how much they gained and how much they learned. I have no doubt they will always treasure their time in Israel.
We wish our students a safe trip to their home in Lithuania. We welcome any feedback that you may want to share with us after meeting your children
I hope you all have the opportunity to visit Israel. Please visit us when you are in Israel.
Shalom
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