€¦ · Web viewThe Hebrew word sukkōt is the plural of sukkah "booth or tabernacle", which is...

Ohel Ha’Am

Beit Ha’am In The Tent Cities

Israel Social Protest 2011

www.izionist.org/na

Table of ContentsIntroduction………………………………………………...Page 6

Goals/Objectives…………………………………………...Page 6

Setting………………………………………………………Page 7

Introduction Activities…………………………………..Page 7-8

Poster Themes……………………………………………Page 8-9 Housing Health Education The Diversity of Protestors Social Justice Democracy & The Protest Jewish Identity Zionism Daily Routine & Culture Collage

Suggested Posters Use…………………………………….Page 10Ways to utilize the images and information

Main Demands (Groups Division).........................................Page 10 Suggested division activities

Beit Ha’AmIn The Tent Cities


2

Housing Group……………………………………………Page 11Background, Facts & Demands

Text Study- Housing From a Variety of Perspectives

Jewish Perspective

Bible- Leviticus Chapter 25 Phrase 10 Bible- Exodus, Chapter 22 Sukkoth- the special Quality of equality Mishna– Pirkei Avot 1:5 Yerushalmi Talmud, Moed Katan, 2.4

Zionist Perspective

Max Nordau Theodor Herzl- The Jewish State Jewish Immigration & Amidar Dira Lehaskir (A Flat for Rent)

USA (Local) Perspective

Housing in the States Health Insurance & the People Educational Shift in the States

Sharing Perspectives

Health Group……………………………………………..Page 20Background, Facts & Demands

Text Study- Health From a Variety of Perspectives



3

Jewish Perspective

Shulchan Aruch, Yoreh De'ah Maimonides , Mishneh Torah- De'ot, Halacha 23

Zionist Perspective

Theodor Herzl- The Old New Land Can Universal Health Care Work? –Sharon Segal Kupat Holim- Berl Katznelson From The News- Tzipi Livni


Health Insurance & the People


Education Group…………………………………………Page 29Background, Facts & Demands

Text Study- Education From a Variety of Perspectives

Jewish Perspective

Talmud- Mas. Baba Bathra 8a & 28a Midrash Rabbah- Leviticus Mishna Sanhedrin, Chapter Four, Mishnah Five

Zionist Perspective

Theodor Herzl- The Old New Land Ahad Ha'am Janusz Korczak Education In Israel



4

http://www.chabad.org/article.asp?aid=682956


Educational Shift in the US


The Protest and Me………………………………………Page 40Discussion Questions

Activity

Closing Activity…………………………………………...Page 41Suggested Activities

Getting Involved…………………………………………..Page 42

References…………………………………………………Page 45

Program Created by the WZO Staff North America

Lior Ben-HurNir BraudoNoa RanaanShoshanna Howard



5

IntroductionThe 2011 Social Protest in Israel is a significant social, political and cultural event. We invite educators and students to take a tour in the protest’s tent cities to learn about and connect with the protest and Israel through signs, symbols and interactive activities.

The protest happened almost overnight: It started with a handful of tents, with no more than a few dozen Israelis who answered an internet invite for an ongoing protest against rising rent costs. In a few days the tents covered an entire block on Rothschild Boulevard, and a couple of days later, the tent protests came to dominate the news.

Soon after the movement started tent camps appeared in every major city in Israel- self-labeling as “Tent Cities.” The tent cities popped up in Jerusalem, Be’er She’va (Southern Israel), and as far north as Kiryat Shmona, near the Lebanon border.

Using the Kit:

This booklet includes a detailed teacher’s guide with a variety of discussion themes, questions, and activities. It is important to mention that the teacher or facilitator should consider the students’ age group and the time frame when planning the lesson structure. This booklet includes ample educational options, scan them* and feel free to chose what best fulfill your specific needs. It is not intended that all of the teaching materials in this booklet are to be covered and completed, please select items that suit your needs and wants for the program you are hosting.

*Please note that for some discussions/activities the facilitator will need to make copies of the study text before hand.

Goals/ObjectivesThis kit’s goal is to give participants the cultural, social and educational experience of the 2011 Israeli Social Protest. Through observation, analysis and discussion of a variety of signs and symbols from the “Tent Cities” in Israel (emphasizing the Rothschild Blvd. tent city), students will learn about the protest, Israeli culture, and the nature of the protest from the eyes of a visitor in the tent cities. In addition, participants will discuss the protest’s main concerns, demands and values (housing, health and education) from Jewish and Zionist perspectives, and will relate the protest to their personal lives.



6

SettingThis Protest Kit is intended to connect the concept of Sukkah and a tent; therefore, we suggest setting the posters in a Sukkah in the times of Sukkoth. However, this is not mandatory as the kit was designed for any nurturing educational space (classroom, house, tent, etc.). Though it is relevant to host this event during Sukkoth it is not necessary. We suggest these setting to enhance the lesson and activities:

Main Space (ideally a Sukkah): where the posters would be installed and the first discussion/activity would take place in one large group.

Three Discussion Stations : where participants will discuss the main demands of the protest- housing, health and education, in three small groups. Each station should have one facilitator (this can be a teacher, community leader/member, student, etc.).

After the small group discussion participants reconvene into one group for a final conclusive activity (see “Closing Activity”).

We also suggest setting up tents in the learning space and stations to create the spirit of the tent cities.

If you are planning to have an art activity (see “Suggested Art Activities”) make sure to prepare the materials needed before hand according to your chosen activity.

Introduction ActivitiesThe group needs to feel energized for this program, please consider the below activities to connect the group, especially if the participants are not familiar with one another. Creating a cohesive group will allow individuals to feel comfortable expressing their opinions, thoughts, and criticisms.

(Note: You may divide participants into small groups, give them a time limit for each activity, and offer the winning group T-shits from the kit):



7

Hebrew Words: Tell groups to find as many Hebrew words and their meaning they can.

Symbols: Tell groups to find as many symbols (Jewish symbols, flags, etc.) they can recognize and their origin.

Israeli Symbols: Tell groups to find as many symbols and objects that are found and seen only in Israel.

Israel Locator: Tell groups to find and recognize as many locations (towns, cities, places etc.) they can in Israel.

Poster Themes Each of these themes tells a part of the story behind the protest. For an introductory presentation to the topic use the posters and information below:

Housing- The housing situation in Israel is the main cause and trigger to the social protest. This protest started when Dafni Lif, frustrated with the high rent, created a Facebook page-calling people to join her in setting up tents on Rothschild Blvd.

There were two components to the protest: tent cities and protest rallies. Tent cities were established all around Israel and the biggest protest rally included 500,000 protesters.

Health- Although affordable housing was the main cause and demand of the first protesters, many other protesters joined demanding further social changes. Better health care and educational system were the next main demands on the list.

Education- The protest movement started as a middle class protest and many of the protesters were educated and hold an academic degree. As a result, this was an intellectual protest. Many discussions took place in the tent cities as people tried to come up with a solution for the social problems in Israel.



8

The Diversity of Protestors- The diversity in the tent cities was profound. Israeli Jews, Israeli Arab, illegal workers, right and left wing citizens, young and adult all joined together to protest for a better life in Israel.

Social Justice- Although the young, working class, started the protest and although housing, health and education were the main causes and demands, in a short time many other people from the Israeli society joined to protest and express their wishes, demands, and idea of social justice.

Democracy & The Protest- Israel’s democratic principles enabled the activists to assemble in a well-organized and structured way. The protesters used their democratic rights to their advantage and formed a very peaceful and legal protest.

Jewish Identity- Many of the protesters were secular Israelis, still biblical references were common in the tent cities as Jewish ideas, laws, values, and thoughts inspired their demands for social justice. In addition, the Israel Declaration of Independence was used to model and inspire protesters. The document’s principles and philosophy were frequently used in speeches ad lectures.

Zionism- During this protest, Zionist visions, ideals and thoughts were revived. Quotes and pictures of the Zionist founders and leaders were common in the tent cities as protesters connected the Zionism fundamentals to Israel’s present and future.

Daily Routine & Culture- Israeli culture and style of living was a great component of this protest. The tent cities were filled with collaborative art as the protesters chose to protest in a peaceful and festive way. It is important to understand that many protesters lived in these tent cities for weeks! Therefore, a daily routine was essential for their reality. As a collective community, protesters contributed and volunteered to do daily tasks and formed a functioning community filled with services and cultural events for its tenants.

Collage- This is a variety of images from the tent cities with Hebrew translations.



9

Suggested Posters UseHere are a few ways to inform, discuss, and connect participants to the issue using the posters.

“The Wondering Jew”: Let participants walk around the posters (possibly in pairs) and discuss the questions given on each poster. Give them a time limit and once it is done come together, share, and discuss the answers.

My Favorite Poster: Let participants walk around the room and tell them to stand next to their favorite poster. Discuss each participant’s choice.

Inspiring Poster: Let participants choose one poster in which they identify with the issue, cause, value or demand, and give them a time frame to create their own sign/poster in the issue (prepare art materials before hand).

Main Demands: Group Division Students will divide into three groups focusing on the protest’s main demands: housing, health and education. Depending on group size and time each group is to stay in one station.

Suggested division activities-

By interest: participant will go to the demand’s station that interests him/her the most.

By importance: participant will go to the demand’s station that he/she thinks is the most important.

By poster: participant will go to the demand’s station in which they like its poster the most.

Leader’s choice: Facilitator divides group as s/he sees fit.



10

Housing GroupBackground, Facts & Demands

Utilizing the facts written on the poster, the facilitator will review the reasons for the health system problems in Israel and will explain to the group the specific demands of the protesters.

* It is suggested for the facilitator to inform the group on the most current news, progress and achievements of the protest in relation to the housing issue.

Facts

In the last two decades the Right to Adequate Housing in Israel has gone through major changes. In the past, buying a house in Israel was a feasible dream, rent was reasonably affordable, and over 40% of the population lived in public housing. This reality has changed, from 2005 to 2011 apartment rental prices nationwide rose by 34% on average, and by 49% in the Gush Dan region (central Israel). In addition, since a rent control system does not exist rent prices are soaring leaving 20% of Israeli households spending over 50% of their disposable income on rent. Simultaneously, there is an acute shortage in public housing.

Why is there a shortage?

In the first half of the previous decade, Israel experienced a small-scale economic crisis, a result of the second Intifada. The Finance Ministry cut government expenses while lowering taxes for the more affluent Israelis. When the crisis ended the best options for investment for Israelis and foreign investors was in the real estate market, especially in the cities. Investors began buying apartments, driving prices up. Many of them were Jews and many were from the United States or France. This caused a problem; many of the foreigners with property did not rent their apartments to Israelis while they were not in the country, which was often for months, even years, at a time. The result is the now infamous “ghost apartments” occupied for only a few weeks each year. Along with this, in 1998 The Public Housing Law (Purchase Rights), was enacted and designed to enable residents in the public apartments in Israel to purchase at very low cost. In 1999 the



11

http://translate.googleusercontent.com/translate_c?hl=en&prev=/search%3Fq%3D%25D7%2593%25D7%2599%25D7%2595%25D7%25A8%2B%25D7%25A6%25D7%2599%25D7%2591%25D7%2595%25D7%25A8%25D7%2599%2B%25D7%2591%25D7%2599%25D7%25A9%25D7%25A8%25D7%2590%25D7%259C%26hl%3Den%26biw%3D1280%26bih%3D679%26prmd%3Dimvns&rurl=translate.google.com&sl=iw&twu=1&u=http://he.wikipedia.org/wiki/%25D7%2593%25D7%2599%25D7%2595%25D7%25A8_%25D7%25A6%25D7%2599%25D7%2591%25D7%2595%25D7%25A8%25D7%2599&usg=ALkJrhjY4cKz-kRGRuGoMwjry2SrKSvTGg

government propounded the beginning of the validity of the Public Housing Law, and since then the law has not yet been implemented.

Demands

Decreasing apartment prices: Cancelation of the law of planning and construction to accelerate residential

building. Implementing a law for affordable housing for purchasing and renting. Re-instate the Public Housing Law (Purchase Rights). Increasing the budget for mortgages in the Ministry of Construction and Housing

to the way it was in 2001.

Decreasing apartment rent: Increasing the budget of the Ministry of Construction and Housing to match the

assistance as it was in 2001. As well, increasing the support to populations in need.

Implementing a law for rent control. Building 10,000 apartments in dorms for students. Increasing the tax and enforcement for apartments of owners who live and reside

outside of Israel. Set clear priorities to Israel's social and geographical periphery through

investment and government attention in the allocation of resources and infrastructures.

Housing From a Variety of Perspectives

Text Study/Discussion:

Divide participants into three groups aka “Chevrura” Each group will discuss a text study from one perspective in relation to housing

(Jewish, Zionist or local). Give each group’s participants a copy of the texts. Choose one desired text, or a

few according to your time frame. Discuss the suggested questions.



12

Jewish Perspective:

Bible - Leviticus Chapter 25 Phrase 10: And you shall hallow the fiftieth year, and proclaim liberty throughout all the land to all the inhabitants of it; it shall be a jubilee to you; and you shall return every man to his possession, and you shall return every man to his family.

Suggested Discussion Questions

Jubilee of Shmita literally means "release." Every fifty years there is an Shmita cycle and all the lands return to their original owners.

What is the idea of a Jubilee year? What do you think about it? Can it work in the modern world?

Is there a connection between the idea of a Jubilee year and the right for affordable housing?

Does every human have the right to have a house or a land?

Bible, Exodus, Ch. 22: 24 If thou lend money to any of My people, even to the poor with thee, thou shalt not be to him as a creditor; neither shall ye lay upon him interest. 25 If thou at all take thy neighbour's garment to pledge, thou shalt restore it unto him by that the sun goeth down; 26 for that is his only covering, it is his garment for his skin; wherein shall he sleep? And it shall come to pass, when he crieth unto Me, that I will hear; for I

am gracious. {S}


According to The Law the lenders have the full right not to give the pledge to the poor till he will return the debt- why does the torah ask him to do this?

What is the reason for this Law? Should we mix business and compassion? What is the connection of this text to housing, rent control and property rights? Who should be obligated to assist low-income people from becoming homeless?

The landlord? The state? Him/herself?

Sukkoth- the Special Quality of Equality: The Hebrew word sukkōt is the plural of sukkah "booth or tabernacle", which is a walled structure covered with tree branches or



13

bamboo shoots. Throughout the holiday the sukkah becomes the primary living area of one's home. All meals are eaten inside the sukkah and many sleep there as well. The Sukkah command orders people to leave their comfortable homes and possessions and for a week to live like nomads. They need to trust nature, to put behind their comfortable material goods and to become equal to their neighbors. So many times our belongings define who we are and create barriers between us and the people around us. This holiday invites us to be simple, to be one with nature and it's climate and more important to put aside our judging tools and to truly except the others that without all their belongings are very similar to us. The structure of the Sukkah allows us to see how fragile our "real" walls are, how the things around us are impermanent and how "a house" doesn't really need so much. Joy and happiness and people's company are really all we need.- (Avigail Graetz- Israeli play writer)

Mishna –Pirkei Avot 1:5: Yosi Ben Yochanan of Jerusalem says: Let your house be wide open, and let the poor be members of your household.


In your daily life, what prevents you from keeping your house wide open like a Sukkah?

How wide do you perceive your household? What does your household include: Family, community, a national identity?

Yerushalmi. Talmud, Moed Katan, 2.4- It is a joy to live in one’s own house


Is it possible to still have joy even if you don’t have a house? Whose responsibility is it for people to have housing? Is it a personal

responsibility, community or societies? What is the connection between the values of Sukkoth with the protest’s ideas

about housing? What kind of housing system should we build according to these texts? Can it work in a modern country?



14

Zionist Perspective:Max Nordau, Address at the First Zionist Congress, Basel, August 29, 1897 Max Simon Nordau (July 29, 1849 - January 23, 1923), in Pest, Hungary, was a Zionist leader, physician, author, and social critic. He was a co-founder of the World Zionist Organization together with Theodor Herzl, and president or vice president of several Zionist congresses.Such is the existing liberation of the emancipated Jew in Western Europe. He has given up his specifically Jewish character, but the peoples let him feel that he has not acquired their own special characteristics. He avoids the members of his own tribe as anti-Semitism has made him despise them and his fellow citizens repel him whenever he wants to associate with them. He has lost his Ghetto-home and his country of birth is denied to him as his home. The rug was pulled under him and he has no community to of which he is a true member. With his Christian countrymen neither his character nor his intentions can reckon on justice, still less on kindly feeling. With his Jewish countrymen he has lost touch: necessarily he feels that the world hates him and he sees no place where he can find warmth when he seeks for it.

Theodor Herzl- The Jewish State

Theodor Herzl, May 2, 1860 – July 3, 1904, also known as Hozeh HaMedinah, lit. "Visionary of the State" was an Austro-Hungarian journalist and the father of modern political Zionism and in effect the State of Israel. Beginning in late 1895, Herzl wrote Der Judenstaat, (The Jewish State). It was published February 1896 to immediate acclaim and controversy. In the book he outlines the reasons for the Jewish people, who so desire, to return to their historic homeland, Palestine. " And what glory awaits those who fight unselfishly for the cause! Therefore I believe that a wondrous generation of Jews will spring into existence. The Maccabeans will rise again. Let me repeat once more my opening words: The Jews who wish for a State will have it. We shall live at last as free men on our own soil, and die peacefully in our own homes. The world will be freed by our liberty, enriched by our wealth, magnified by our greatness. And whatever we attempt there to accomplish for our own welfare, will react powerfully and beneficially for the good of humanity. " (The Jewish State, Chapter 6).

Suggested Discussion Questions After reading the texts of the founders of the Zionist movement, what is the

special meaning of “home” and “house” in Zionist terminology?



15

http://en.wikipedia.org/wiki/Der_Judenstaat

http://en.wikipedia.org/wiki/Israel

http://en.wikipedia.org/wiki/Zionism

http://en.wikipedia.org/wiki/Journalist

http://en.wikipedia.org/wiki/Austria-Hungary

http://en.wikipedia.org/wiki/Theodor_Herzl

http://en.wikipedia.org/wiki/World_Zionist_Organization

http://en.wikipedia.org/wiki/World_Zionist_Organization


http://en.wikipedia.org/wiki/Hungary

http://en.wikipedia.org/wiki/Pest_(city)

Do you think these Zionist ideas should influence on the housing policy of the Israeli government?

Jewish Immigration & Amidar

During the first decade of the State’s existence, Israel had to absorb significant waves of immigration: the number of Jewish residents in Israel grew from approximately 650,000 in 1948 to 1.81 million in 1958, an increase of 180 percent in one decade. Immediate housing solutions were required to meet the needs of the newly arrived immigrants.

Because of actions taken in the 1940s, the private market was unable to satisfy the demand for housing, especially during the early years of the State. The State thus became largely responsible for housing policy during this period and was responsible for planning, construction, and the dispersal and settling of immigrants.

In order to carry out this policy, the Amidar* Company (the National Corporation for the Housing of Immigrants in Israel), was established in 1949, and at that time was owned by the Jewish Agency, the government, the Jewish National Fund, and five housing companies. Its function was to construct housing and provide housing solutions to eligible families. In addition, it was responsible for management of the stock of apartments which included maintenance, collection of rent, sale of apartments, neighborhood development, registration of apartments, and other activities relating to public housing.

(PUBLIC HOUSING IN ISRAEL: A PROPOSAL FOR REFORM Bar Dadon, April 2000)*Significant meanings: Ami-“My People” Dar-“Living in a House”

Suggested Discussion Questions: Did the Israeli leaders of the first decade act in the spirit of Nordau and Herzl? Do you think the government should be involved in the real estate market? Could

this policy work today?



16

Dira Lehaskir (A Flat for Rent), Written by Lea Goldberg, Translated by Rahel Halabe

Leah Goldberg May 29, 1911, Königsberg – January 15, 1970, Jerusalem was a prolific Hebrew poet, author, playwright, literary translator, and comparative literary researcher. Her writings are considered classics of Israeli literature and remain very popular among Hebrew speaking Israelis.

In a beautiful valley, among vineyards and fields, there stood a tower with five floors.Who lived in the tower?On the first floor lived a fat hen. All day long she is at home, lolling in her bed. She is so fat, she can hardly walk. On the second floor lived a cuckoo bird. All day long running around, visiting; her children, you know, live in different homes. On the third floor lived a clean, coquettish black cat with ribbon on her neck. On the forth floor there lived a squirrel, happily cracking and munching on nuts. And on the fifth floor, used to live Mr. Mouse, but a week ago he packed and left. No one knows why and to where.The tenants wrote a sign, stuck a nail above the door, and hung the sign on the wall: "Flat for rent"…and the dove came in.She quickly climbed to the last floor, read the sign, opened the door, stood inside and looked around.Do you like the rooms? The rooms are quite narrow.Do you like the kitchen? The kitchen is nice, but not large enough.Do you like the hallway? The hallway is full of shade. The hallway is very dark.You won’t swell with us, then?Of course I will, and gladly so, because what I like very much are the neighbors:The good, red-comb hen. The beautiful cuckoo bird. The impeccably clean cat. The life-loving, nut-munching squirrel.I know that we can all live together, happily and peacefully, in such a good company.And the dove rented the flat and there she sat every day, cooing in her room.And thus, in a beautiful valley, among vineyards and fields, stands a tower of five floors. And in the tower, to this day, live all the good neighbors together, happily and peacefully.

Suggested Discussion Questions This is a classic Israeli children story- what does it teach you about the Israeli

society?



17

http://en.wikipedia.org/wiki/Israelis

http://en.wikipedia.org/wiki/Israeli_literature

http://en.wikipedia.org/wiki/Hebrew_language

http://en.wikipedia.org/wiki/Jerusalem

http://en.wikipedia.org/wiki/K%C3%B6nigsberg

Does the story reflect the reality in Israel? Who should decide the character of a building and its tenets? The free market?

The community? The landlords? The government? Neighborhoods are inherently different and much of this is because of the costs-

should there be rent control as to control the culture of neighborhoods? If so, what’s just? How can rent control assist tenants? How can it damage?

What kind of housing system should we build according to these texts? Can it work in a modern society?

USA (Local) Perspective:Housing in the States

The Joint Center for Housing Studies at Harvard University reported in the spring of 2011 that more than 10 million households — or one-quarter of all renters — pay more than half their income for housing, a record level. With the U.S. housing market teetering toward failure, the people of the country are being affected, especially homeowners in the low-income bracket who are trapped in mortgages they cannot afford. Even more, low-income renters are finding eviction notices on their doors because the landlords have failed to pay on their mortgages. As a consequence these people are facing budget issues that are causing them to pay less on other necessitates such as food, clothing, and health care.

Roughly 3.6 million lower-income home-owning households are in a high-cost housing situation, adding another 3 million children (assuming the same family size in home-owning families) to the number of children growing up in financial distress induced by housing costs. These figures are more troubling because they represent a growing trend. From 1991 to 2007 the number of all households who were paying more than 50 percent of their monthly income for housing costs rose from 8.9 million to 18.5 million, an increase of more than 100 percent.

The strain of housing costs spills over into other key aspects of a family’s life. Severely cost-burdened renters in the bottom quartile of household monthly expenditures spend, on



18

average, 33 percent less on food, 42 percent less on health care, and 60 percent less on clothing than renters with the same total monthly household expenditures but living in affordable housing.

Suggested Discussion questions:

Who are these families? Are they your neighbors? Do they live far from you? Do you see similarities between what is happening in the States and Israel? What

are the differences? Think about the home you come from- what needed to be achieved for the house

to become your home. Who worked for it? Who supported it? Do you feel your community needs to take action to change the national housing

market? Who and what would you like to see changed? What kind of housing system should we build according to these texts?

Sharing PerspectivesThe groups/Chevrura will come together again to share their insights. Each group will have a speaker who will inform participants from other groups about the perspective’s values and ideas discussed in relation to the housing problem and protest.

If you have time give the group a mission: Build a housing system in an ideal integration between the American, Jewish and Zionist values.

Health Group



19

Background, Facts & Demands



Facts

Since the establishment of the State, Israel has been leading the way in the modern concept and modeling of Public Health. This has caused the county to be one of the healthiest populations in the world- this is seen in the country’s high life expectancy.

In 1948 Israel’s independence actualized the Zionist Movement of combining traditional Jewish ideals with social necessities, primarily focused on public health. A national health infrastructure was already set up which included “Tipot Chalav,” mother and childcare centers and “Kupot Cholim,” health insurance.

Although these concepts articulated the spirit of Israel for many years, many changes have occurred in last two decades. Since the National Health Insurance Law was enacted in 1994, the basket of medical services provided to Israeli citizens has steadily deteriorated. In addition, in the years between 1995 and 2008, a 30% increase in household expenditure on health care was registered, and as a result many medical services and medications were slashed.

In the last two decades public health services have been reduced and replaced by private health care service providers. These services are only affordable for a certain demographic, which adds to the social gaps in Israeli society. Today, Israel is ranked 25th among OECD countries, with a national health expenditure of 7.8% of the GDP (Gross Domestic Product) – 4.4% of that in public expenditure and 3.4% in private expenditure. The average national expenditure on health in OECD countries is 9% of the GDP. Of that approximately 6.5% is public expenditure while 2.5% is private.



20

Doctors and Interns also protested about their working terms including pay. On average, interns make 31 NIS per hour (about $9) and doctors make an average gross pay of 46 NIS (about $13) and Head of Department & Hospital earn around 55 NIS (about $16). Is this fair?

Demands

The addition of beds and medical equipment throughout the country with an emphasis on the periphery, until the average level in OECD countries is reached.

Imposing a significant tax on private medicine, the tax money will support public health.

Construct a proper long-term care insurance system by the State including an increase of nursing hours to the insured by 50% and expanding populations eligible for assistance.

Creating a national plan for health education with reference to education, nutrition, and infant health centers. The plan will be developed in cooperation of the relevant ministries.

Health From a Variety of Perspectives


Divide participants into three groups aka “Chevrura” Each group will discuss a text study from one perspective in relation to housing



Jewish Perspective:



21

Shulchan Aruch, Yoreh De'ah (translation of Original): The Torah gave permission to the doctor to heal, and it is even a commandment. Even more so, it is [the commandment] of saving a life. One who prevents himself from doing so is considered to have shed blood.

One who has medications, and another person is sick and needs them, it is forbidden to raise their prices beyond what is appropriate [AJWS translation].

Suggested Discussion Questions: What does this text imply about the Jewish understanding of health care? If one dies from lack of treatment who has the responsibly on the “bloodshed”?

The doctor? The sick person? The community? The state? What is the responsibility of each?

Maimonides, Mishneh Torah - De'ot, Halacha 23

A Torah Sage is not permitted to live in a community which does not have the following: a doctor, a blood letter, a bathhouse, a latrine, an available source of water such as a river or a spring, a synagogue, a teacher of children, a scribe, a charity supervisor, a rabbinical court empowered to impose corporal punishment and jail sentences.

Suggested Discussion Questions: What do you think about the order in which Maimonides ranks the essential

things in a community? Offer your own rank What do we learn from the fact that the “doctor” is first on the list? What kind of health care system should we build according to those texts? Can

it work in a modern country?

Zionist Perspective:



22

http://www.chabad.org/article.asp?aid=682956

Theodor Herzl- The Old New Land

The Old New Land (or Altneuland in the original German) is a utopian novel published by Theodor Herzl, the founder of political Zionism, in 1902. Outlining Herzl’s vision for a Jewish state in the Land of Israel, Altneuland became one of Zionism's establishing texts. It was translated into Hebrew by Nahum Sokolow as Tel Aviv, which directly influenced the choice of the same name for the Jewish-Zionist Jaffa suburb founded in 1909 which was to become a major Israeli city Here is a quote from the book:

"In philanthropy, too, we have created nothing new. We have merely systematized the old facilities, centralized them properly. We are thus able to care for every sick and needy applicant. There are fewer demands on public charity here because conditions – I have the right to say so – are better on the whole…. Here, everyone has the right to work – and therefore to bread. This also implies the duty to work. Beggary is not tolerated. Healthy persons caught begging are sentenced to hard labor. The needy sick have only to apply to the public charities. No one is turned away….” (Theodor Herzl, Altneuland)

Can Universal Health Care Work? A Look at Israel’s Successful Model- Sharon Segal Legislation has also played its part in ensuring the needs of all citizens are met. Two laws exist to protect the citizen – Israel National Health Insurance Law (1995) and Israel’s Patient’s Rights Law (1996). Israel’s National Health Insurance Law mandates universal and comprehensive health care and requires every resident of Israel to register with one of Israel’s four health care organizations.

The law makes it illegal for health funds to bar applicants on any grounds, including age and state of health and institutionalizes the state’s responsibility to provide residents a broad array of health services, which include medical diagnosis and treatment, preventative medicine and health education, hospitalization, surgery and transplants, first aid and transportation to a hospital, among others. Israel’s Patient’s Rights Law establishes the ethics for protecting the rights of every person who requests medical care or who is in receipt of medical care with 12 basic principles including the right to medical care, a second opinion, patient dignity and privacy and care under emergency or grave danger.

There are several benefits to the Israeli system. The legislation in place accords citizens



23


http://en.wikipedia.org/wiki/Jaffa

http://en.wikipedia.org/wiki/Tel_Aviv

http://en.wikipedia.org/wiki/Nahum_Sokolow


http://en.wikipedia.org/wiki/Land_of_Israel



http://en.wikipedia.org/wiki/Utopia

http://en.wikipedia.org/wiki/German_language

real protection and does not leave them vulnerable to socio-economic circumstance or a preexisting medical condition.

What makes the Israeli model so successful? Dr. Rafi Cayam, Director of Medicine for the Jerusalem District, attributes four key elements. The first is universal coverage, second is cradle-to-grave coverage, third is the healthcare basket provided by the Ministry of Health that consists of both basic and catastrophic healthcare and fourth is access to medication that is affordable and in some instances covered entirely.

Dr. Cayam looks to the statistics produced by the Organization for Economic Cooperation and Development (OECD) to substantiate his argument. “According to the latest figures released by the OECD in 2009, life expectancy in Israel is 81, putting Israel in the top 14 countries in the world, with Japan the highest at 83,” said Cayam. “Israel ranked higher than average in most of the most health care categories as compared to Europe or the United States The newborn mortality rate was three for every 1000 births. The mortality rate for children up to five years old was five to every 1000. In all, 121 people for every 100,000.”

Sharon Segel is a Legacy Heritage Fellow and Heads the Specialist Stories Project for The Israel Project, a nonprofit, nonpartisan organization impacting world opinion to help achieve security and peace for Israel.

Suggested Discussion Questions:

Try to imagine a health care system based on the spirit of the Jewish state Herzl wanted to see and consider the following:

o What do you think about this system?

o Is it similar to the Israeli healthcare system as describes in the article?

How do you define a “just” health care system?



24

Kupat Holim- Berl Katznelson

Kupat Holim- (HMO) founded in 1911 by "the laborers union in Judea" following an accident in which a farmer lost his hand while he was working at the orchard. The proposal to establish the fund was raised by Berl Katznelson was brought to a vote at the Second Congress of "the laborers union in the West" in December 1911, and the decision to establish the fund received 13 votes compared with 12 opposed. Fund's first clinic was established in a tent in Ein Ganim, near Petah Tikva, already in 1912. Following the establishment of the National Health Federation of laborers in the West also decided to Galilee and Samaria workers establish their own regional health funds.

Berl Katznelson (1940) was one the intellectual founders of Labor Zionism; he was

instrumental to the establishment of the modern State of Israel:

“No, Zionism would not have arisen--and will not stand--in a world that denies Justice, Law, and Freedom to all who are created in the Divine Image, and it won't repudiate these human values, for in these [Zionism] will have to judge itself."


With all the problems the Zionist pioneers had in the first part of the 20th century, why do you think Berl Katznelson thought about health care?

What can you learn from the fact that Israel had a public health care system before it had an independent state?

From The News



25

Opposition chairwoman Tzipi Livni spoke at the protest and accused the government of failing to support public medicine.

"This battle is not a personal battle for doctors but rather a battle for the rights of citizens to lead decent lives here," she said."Everyone wants to be young and healthy, but it is the government's job to take care of the old and sick. This government is failing at this job. I call on the prime minister to roll up his sleeves and engage in negotiations."

Livni added, "I've visited hospitals in the past few months. I've seen children sleeping in the hallways and red-eyed doctors rushing from one to the other. Our job is to join your cry."

MK Ahmed Tibi, a gynecologist by trade, was also present at the protest. "As a man who has been here as well as there, I have to say that those who support the doctors support the patients and the public as well. A doctors' strike is a strike of the public," he said.

"We are talking about human lives here, about the lives of infants, women, senior citizens, and the ailing. We are talking about the crisis of interns in hospitals. The Israeli public is not receiving good health care, it is not receiving health care at all."

(Y Net, Yair Altman 04.27.11)


Compare between the current news to Zionist dream: In the modern global world can we ask for a healthcare system as the founders of the Zionist movement dreamed of? What do you think?

What kind of health care system should we build according to those texts? Can it work in a modern country?

USA (Local) Perspective:



26

Health Insurance & Employers

Around 47 million U.S. residents have no health insurance and this number is only increasing. As employers are moving in the direction shifting health care costs to employees, America’s workers struggle to pay higher premiums, deductibles and co-payments—most can’t even afford coverage at all. A total of 27 percent of covered workers now face annual deductibles of at least $1,000, up from 22 percent in 2009, the survey finds. Among small firms (3-199 workers), 46 percent face such deductibles.

Plans that require large co-pays and deductibles that must be paid at the time treatment are what employers are seeking as these plans cut costs for them. Other cost increases hitting workers include larger hikes in the cost of family coverage, less access to needed prescription drugs through stricter HMO formularies and higher prices for more comprehensive coverage.


From this article it is noted that employers are putting healthcare costs on the employees, what do you think about this?

How much responsibility do you think the private sector and government should have over healthcare?

According to aflcio.org: “The U.S. Department of Health and Human Services issued a new rule requiring health insurance companies to spend 80 percent to 85 percent of your health care insurance premiums on making you healthier instead of overhead costs like advertising or executive pay.”

The Affordable Care Act (aka Obamacare) is intending to increase access to health insurance with the following strategies: an expansion of Medicaid; subsidies for low- and moderate-income employees; fines for employers and individuals who do not obtain coverage; and market reforms to create state insurance exchanges. The plan is also seeking to have every American citizen have health insurance coverage by 2014.




27

Do you think President Obama’s mission to get every American covered by insurance is feasible? Do you think this is something the government should even be focused on?

What do you think about these policies? How do you perceive insurance- is it something everyone should have access to

no matter their socioeconomic position?


The groups/Chevrura will come together again to share their insights. Each group will have a speaker who will inform participants from other groups about the perspective’s values and ideas discussed in relation to the housing problem and protest.


Education GroupBackground, Facts & Demands



28



Facts

Education has always been a part of the Jewish life, and for years Israel had a great and reliable public education system. Observing the achievements of Israel in Hi tech, science, medical research, arts, etc, reveal that the “Jewish Mind” is one of the most important Israel resources.

Israel implements its Compulsory Education Law that orders every child in Israel to be in school between ages 5-15 years. The law also places a requirement on the child's parents to enroll the child in school and ensure his/her attendance until the end age of compulsory education. The law states that school must be free until the end of twelfth grade. Since 1949 this law has enabled Israel to have a strong public education system; however over the last decade the national education budget has been cut by 250,000 hours of classroom instruction. As a result, Israeli expenditure per student in primary school is 36% lower than the average for OECD countries.

Throughout the years, teacher salaries have been cut, the professional prestige has diminished, and class size has increased. Out of 30 nations, Israel’s average teacher salary is ranked 29th. A teacher with 15 years experience in the public education system earns the lowest salary among 35 developed nations as ranked by the OECD.

Demands

Apply Free Education Act from maternity leave until the end of high school graduation.



29

Reduce class size to stand on average in OECD countries, 21.4 students per class, with an emphasis on general education streams.

Create a differential funding according to the clusters of socioeconomic standings with an emphasis on social and geographical periphery of the education budget authorities distributed according to neighborhoods.

Strengthening the role of teachers through the salary adjustment in relation to GDP per capita to the average level among the countries the OECD.

Operation of an extended school day until 16:00 (4:00pm).

Education From a Variety of Perspectives


Divide participants into three groups/”Chevrura”. Each group will discuss a text study from one perspective in relation to education



Jewish Perspective:



30

Talmud - Mas. Baba Bathra 8a:

Rabbi once opened his storehouse [of victuals] in a year of scarcity, proclaiming: Let those enter who have studied the Scripture, or the Mishnah, or the Gemara, or the Halachah, or the Aggada; there is no admission, however, for the ignorant. R. Jonathan b. Amram pushed his way in and said, ‘Master, give me food.’ He said to him, ‘My son, have you learnt the Scripture?’ He replied, ‘No.’ ‘Have you learnt the Mishnah?’ ‘No.’ ‘If so,’ he said, ‘then how can I give you food?’ He said to him, ‘Feed me as the dog and the raven are fed.’ So he gave him some food. After he went away, Rabbi's conscience smote him and he said: Woe is me that I have given my bread to a man without learning! R. Simeon son of Rabbi ventured to say to him: Perhaps it is Jonathan b. Amram your pupil, who all his life has made it a principle not to derive material benefit from the honour paid to the Torah. Inquiries were made and it was found that it was so; whereupon Rabbi said: All may now enter.

Talmud - Mas. Berachoth 28a:

A Tanna taught: On that day the doorkeeper was removed and permission was given to the disciples to enter. For Rabban Gamaliel had issued a proclamation [saying]. No disciple whose character does not correspond to his exterior may enter the Beth ha-Midrash. On that day many stools were added. R. Johanan saidone [authority] says that four hundred stools were added, and the other says seven hundred


What do these texts imply about the Jewish understanding of public education?

What are the advantages and disadvantages in the Rabbi’s selection system? What kind of “doorkeepers” should we put in the entrance of our schools?

Should it be prior education? Tuition? Values? Something else?

Sukkoth: The Sukkoth holiday is rich in symbolism that connects us to our history while providing joy, meaning and beauty to our lives today. The Torah commands us to gather four species during Sukkoth: We are asked to take the etrog (a citron), the lulav (branches of palm trees), hadas (myrtle) and aravah (willow) and rejoice with them for seven days:



31

Midrash Rabbah - Leviticus XXX:

12 THE FRUIT OF THE HADAR TREE symbolizes Israel; just as the Ethrog has taste as well as fragrance, so Israel have among them men who possess learning and good deeds. BRANCHES OF PALM-TREES, too, applies to Israel; as the palm-tree has taste but not fragrance, so Israel have among them such as possess learning but not good deeds. AND BOUGHS OF THICK TREES likewise applies to Israel; just as the myrtle has fragrance but no taste, so Israel have among them such as possess good deeds but not learning. AND WILLOWS OF THE BROOK also applies to Israel; just as the willow has no taste and no fragrance, so Israel have among them people who possess neither learning nor good deeds. What then does the Holy One, blessed be He, do to them? To destroy them is impossible. But, says the Holy One, let them all be tied together in one band and they will atone one for another. If you have done so [says God], then at that instant I am exalted.

Mishna Sanhedrin, Chapter Four, Mishnah Five:

Again [but a single person was created] for the sake of peace among humankind, that one should not say to another, “My father was greater than your father”.

Again, [but a single person was created] against the heretics so they should not say, “There are many ruling powers in heaven”.

Again [but a single person was created] to proclaim the greatness of the Holy Blessed One; for humans stamp many coins with one seal and they are all like one another; but the King of kings, the Holy Blessed One, has stamped every human with the seal of the first man, yet not one of them are like another.

Therefore everyone must say, “For my sake was the world created.”


Discuss the connection between the two texts in relation to education and the education system in Israel and in your country.



32

Think of a school as a Sukkah- who/what are the “species”? How are they connected? What makes them different?

Which of the school systems (private/public/charter) emphasizes the uniqueness of each kid? What about a religious school?

Which school system emphasizes the equality between kids? Should we have both? What is the problem with that? What kind of education system should we build according to the texts? Can it

work in a modern country?

Zionist Perspective:Theodor Herzl:The Old New Land (or Altneuland in the original German) is a utopian novel published by Theodor Herzl, the founder of political Zionism, in 1902. Outlining Herzl’s vision for a Jewish state in the Land of Israel, Altneuland became one of Zionism's establishing texts. It was translated into Hebrew by Nahum Sokolow as Tel Aviv, which directly influenced the choice of the same name for the Jewish-Zionist Jaffa suburb founded in 1909 that was to become a major Israeli city. Here is a quote from the book:

"Thank you, sir," said Kingscourt. "I understand now. And will you please complete your favor by telling me where all these children come from?" (They were walking past playgrounds where half-grown youngsters were playing English games. The girls were busy with tennis, the boys with cricket and football.) "They come from the schools near this park. The classes are led out here by turns for athletic games. Physical exercise is considered quite as important as mental development." "They seem to belong only to well-to-do families," commented Friedrich. "All of them are clean and neatly dressed." "Not at all, sir. They come from all kinds of homes. We do not permit distinctions of any kind in our schools, either in clothing or in anything else. The only differences are those created by the pupils themselves through effort or natural talent. Our New Society is thoroughly opposed, however, to any leveling process. To each according to his deserts!" "We have not abolished competition. Conditions are alike for all, as in a race or prize competition. All must be equal at the beginning, but not at the end…."(Source: Old New Land, translated by Lotta Levensohn (New York, 1987)


Theodor Herzl dreamt about the education system in the Jewish state 46 years before it was established- what do you think about his system?



33


http://en.wikipedia.org/wiki/Jaffa

http://en.wikipedia.org/wiki/Tel_Aviv

http://en.wikipedia.org/wiki/Nahum_Sokolow


http://en.wikipedia.org/wiki/Land_of_Israel



http://en.wikipedia.org/wiki/Utopia

http://en.wikipedia.org/wiki/German_language

“All must be equal at the beginning, but not at the end…." What does this mean? How can that type of system be created? Is it just?

Ahad Ha'amAsher Zvi Hirsch Ginsberg (18 August 1856 - 2 January 1927), primarily known by his Hebrew name and pen name, Ahad Ha'am, was a Hebrew essayist, and one of the foremost pre-state Zionist thinkers. He is known as the founder of Cultural Zionism. With his secular vision of a Jewish "spiritual center" in Palestine he confronted Theodor Herzl. Unlike Herzl, the founder of political Zionism, Ha'am strived for "a Jewish state and not merely a state of Jews:

When, therefore, we demand a clear and explicit statement that work for the revival of the national spirit and the development of its products is of the very essence of Zionism, and that Zionism is inconceivable without such work, we are not giving utterance to a mere empty formula, or fighting for a name. We are endeavoring to save the honor of Zionism, and to preserve it from that narrowness and decay which will be the inevitable, though undesired, result of the action of those leaders and champions of the movement who wish to confine it to the political aspect….And so the foundation of a single great school of learning or art in Palestine, the establishment of a single university for the study of language and literature, would be, to my mind, a national work of the highest importance, and would do more to bring us near to our goal than a hundred agricultural colonies. For such colonies are, as I have said, nothing more than bricks for the building of the future: in themselves they cannot yet be regarded as a central force capable of molding new the life of the whole people. But a great educational institution in Palestine, which should attract Jews of learning and ability in large numbers to carry on their work on Jewish national lines in a true Jewish spirit, without constraint or undue influence from without, might even now rejuvenate the whole people and breathe new life into Judaism and Jewish literature.

(Source: Selected Essays of Ahad Ha-‘am, translated and edited by Leon Simon (Jewish Publication Society, 1962)


After reading Ahad Ha’am, what do you think the focus of the Jewish government should be? Do you agree with Ahad Ha’am?

Do you think this text is still relevant today? In Israel? In your country?



34


http://en.wikipedia.org/wiki/Cultural_Zionism


http://en.wikipedia.org/wiki/Essayist

http://en.wikipedia.org/wiki/Pen_name

http://en.wikipedia.org/wiki/Hebrew_name

http://en.wikipedia.org/wiki/Hebrew_name

Herzl and Ahad Ha’am couldn’t agree on almost anything, do you think they have similar thinking on education?

What can we learn about the centrality of education in the Zionist movement? Why do you think it was so central? Did it influence modern Israel?

According to these texts, would a Zionist person support public education or private education?

Janusz Korczak

Janusz Korczak, the pen name of Henryk Goldszmit (July 22, 1878 – August 1942) was a Polish-Jewish children's author. After spending many years working in an orphanage, he refused freedom and stayed with the children when the organization was sent to extermination camps.

Janusz Korczak and the children, memorial at Yad Vashem:On August 5 or 6, 1942, German soldiers came to collect the 192 orphans and about one dozen staff members to take them to Treblinka extermination camp. Korczak had been offered sanctuary on the “Aryan side” by Żegota but turned it down repeatedly, saying that he could not abandon his children. On August 5, he again refused offers of sanctuary, insisting that he would go with the children. The children were dressed in their best clothes, and each carried a blue knapsack and a favorite book or toy.

Janusz Korczak:“You yourself are the child you must learn to know, rear, and above all enlighten. To demand that others should provide you with textbook answers is like asking a strange woman to give birth to your baby. There are insights that can be born only of your own pain, and they are the most precious. Seek in your child the undiscovered part of yourself.”


What do you think about the caricature of Korczak as an educator? Could you act the same?

The teachers are responsible for our kids, who should take responsibility for the conditions of teachers- The parents? The community? The state?

Can you identify with Korczak’s thoughts on education? Do you know an educator who has the same approach? Share it with the group.

Let’s pretend Korczak had survived the Holocaust and became an active leader in establishing the education system in the Jewish state- what do you think his main



35

http://en.wikipedia.org/wiki/%C5%BBegota

http://en.wikipedia.org/wiki/Treblinka_extermination_camp

http://en.wikipedia.org/wiki/Yad_Vashem

http://en.wikipedia.org/wiki/Children's_literature

http://en.wikipedia.org/wiki/Polish-Jewish

http://en.wikipedia.org/wiki/Polish-Jewish

http://en.wikipedia.org/wiki/Pen_name

contributions could have been? What important factors would he have highlighted?

Education In Israel

As a country lacking in natural resources, Israel’s future depends on its educational system and the training of brainpower. Following in the footsteps of generations of Jews, education is a precious legacy, and Israel’s educational system and plethora of institutes of higher education attest to that.

The State Hebrew educational system (mamlachti/ mamlachti dati) is based on the Jewish calendar and seeks to impart civic values, Jewish heritage, a high level of technological and analytical skills, and broad based knowledge. Despite adherence to a basic state curriculum, there are great differences among schools. The Ministry of Education is involved in an ongoing process of bringing educational standards in line with modern pedagogical practices such as mandating gender equality, broadening humanistic curricula and promoting scientific and technological studies. However, reducing large class sizes and drawing talented educators into the teaching pool are immediate needs that must be attended to in order to achieve the Ministry’s long and short-term pedagogical goals. One of Israel’s most pressing challenges is to provide equal opportunities in education for all children. In this country of contrasts, the educational system is a troubling testimony to just how wide the gaps are in Israeli society. While a Jewish child in the central part of the country may attend a school with lawns, stone pathways and flowerbeds, classes of no more than 28 pupils, air- conditioning, state of the art computer and fine arts facilities, a progressive curriculum and experienced teachers; a Bedouin child in the Negev will likely attend school in a rickety building with no working toilets, and after having walked kilometers to get there, will sit in unheated or no air-condition classrooms of over 40 pupils. The challenge is great, and little by little, Israel is investing the funds and resources to eventually bring all schools to a level of excellence. When the State of Israel was founded (1948), a fully functioning Hebrew educational system already existed, built and maintained by the Yishuv, the pre-state Jewish community. These schools had successfully met the challenges of reviving the Hebrew language and integrating the Olim who came to then British Mandate-Palestine. Over the past fifty years, Israel has welcomed over two and a half million immigrants,



36

and its school population has increased more than tenfold. Thus the educational system has been almost continuously faced with the enormous challenge of integrating large numbers of children from different cultural backgrounds. In the 1950s, most immigrants came from post-war Europe and Arab countries, in the 1960s from North Africa and in the 1970s, 80s and 90s from the former Soviet Union and Ethiopia. Over the decades, newcomers have also arrived from the Americas and other parts of the free world. -(From The Jewish Agency Website)


What are the unique challenges of the Israeli education system? What is the right educational system for the modern Israel? Public? Private? Israel has a very diverse population- should every group have the right to create

its own school (secular, religious, Arabic etc.)? Is it important that the government be involved in the values and programs of each school?

What do you think Korczak, Herzl and Ahad Ha’am’s opinions be on the current educational system in Israel? What would they think about the education system in your country?

What kind of education system should we build according to these texts? Can it work in a modern society?

USA (Local) Perspective:Educational Shift in the US



37

After World War II, the United States’ had the number 1 high school graduation rate. Today, we have dropped to number 21 among industrialized nations. American students rank 25th in math and 21st in science compared to students in 30 industrialized countries. Even America’s top math students rank 25th out of 30 when compared with the best students across the globe. While America spends more money each year on education, we are losing more and more American students. Many of our poorest and minority students today still lack adequate resources to learn. The average teacher’s pay is on par with that of a toll taker or bartender. Teachers make 14 percent less than professionals in other occupations that require similar levels of education. In real terms, teachers’ salaries have declined for 30 years. The average starting salary is $39,000; the average ending salary — after 25 years in the profession — is $67,000.

The U.S. Constitution leaves the responsibility for public K-12 education with the states. The responsibility for K-12 education rests with the states under the Constitution. There is also a compelling national interest in the quality of the nation's public schools. Therefore, the federal government, through the legislative process, provides assistance to the states and schools in an effort to supplement, not supplant, state support. The primary source of federal K-12 support began in 1965 with the enactment of the Elementary and Secondary Education Act (ESEA).

States and localities are the primary sources of K-12 education funding and always have been. In the 2004-05 school year, 83 cents out of every dollar spent on education is estimated to come from the state and local levels (45.6 percent from state funds and 37.1 percent from local governments). The federal government's share is 8.3 percent. The remaining 8.9 percent is from private sources, primarily for private schools. This division of support remains consistent with our nation's historic reliance on local control of schools.

Something to consider: An NBC News/Wall Street Journal poll reported that 90% of Americans believe the federal government should spend the same or more on education, with 68% supporting more spending, and only 8% supporting cuts.

Suggested Discussion question:

What correlations do you see between the U.S. Education system and the trials Israel is facing?



38

http://www.epi.org/publications/entry/the_teaching_penalty_an_update_through_2010/

How does this information affect you? Think about your education, where you went to school, now image the complete opposite scenario- does this shift your thinking?

Do you think the federal government should supplant state funding for public schools? What if each state supported one another with funding and resources?

Who is responsible for funding and supporting the educational system- local communities or the entire nation? If both, how should this responsibility be balanced?


The groups/Chevrura will come together again to share their insights. Each group will have a speaker who will inform participants from other groups about the perspective’s values and ideas discussed in relation to the housing problem and protest.


The Protest and MeConnecting the participants to the protest is key. The purpose of this activity is to relate the protest in Israel to the participant’s personal experiences in their life and community.



39

As a facilitator, it is highly recommended to relate to the group with examples of connections.


Do you think this protest could happen in the US? In your state? In your city? Why or why not?

Can you think about an issue with your school, city, campus, state, or nation that you would like to protest about?

If a movement like this began in your community, would you participate? If so, how would you make your voice heard?

Activity:

Choose an issue that you think is important to protest about. Write why it is important and what are your demands. Share with the group in the following ways:

Closing ActivityThe closing activity goal is to conclude the material learned in the lesson in a creative way. It may happen in the small discussion groups (demands groups) or in one big group. The small groups should eventually reconvene into the original large group to share their art projects. Encourage self-expression and discussion among the group members.



40

Suggested Activities

Make copies of these suggested activities and let participants review them and chose their desired art project.

My Poster: Using the information learned in the lesson create your own poster on one of the issues of the social protest. Materials needed- papers/card boards, and any art medium can work for this activity

Street Art Protest: In two or three words create your own slogan to one of the issues or demands. Then cut the words to make a stencil. Lay the stencil on a cardboard and spray the slogan with the spray paint. Materials needed- cardboard, scissors, spray paint, pencil

Creative Collage: Cut pictures, images, words and letters from the variety of magazines, journals and newspapers, and make a collage to express your feelings, thoughts and ideas about the social protest. If a Xerox machine is available you may Xerox your collage to make it a unified art piece. Materials- magazines, journals, newspaper, etc., scissors, glue, markers, papers, and Xerox machine for the Xerox collage.

Skit: Choose one poster and create a skit or a play expressing that specific aspect of the protest.

Soapbox: Use your writing from the previous activity (about an issue that you think is important to protest about) and express it loudly and “publicly” to the participants surrounding you.

Short Video: Create a skit about the daily routine in Rothschild Blvd. (refer to poster) and film a short video of it. Materials- video camera, or flip camera.

Getting InvolvedAsk the participant if they would like to get more involved in one of the issues learned from the social protest, and ask them to write their names and contact information.

Name: ___________________________ Issue interest:______________________



41

Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:



42


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:




43

Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:


Email: Phone:

References http://www.israelnationalnews.com/

http://www.globes.co.il/



44

http://www.haharetz.co.il

http://www.ynet.co.il

http://www.jewishvirtuallibrary.org

http://www.aflcio.org

http://www.physorg.com

http://www2.ed.gov

http://www.nytimes.com

http://broadeducation.org

http://www2.ed.gov

http://www.chapinhall.org



45

http://www.chapinhall.org/

http://www2.ed.gov/

http://broadeducation.org/

http://www.nytimes.com/

http://www2.ed.gov/

http://www.physorg.com/

http://www.aflcio.org/

http://www.jewishvirtuallibrary.org/

http://www.ynet.co.il/

Date post:	07-Jun-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

€¦ · Web viewThe Hebrew word sukkōt is the plural of sukkah "booth or tabernacle", which is...

Documents