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November 14 - 18, 2010
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11/18/2010
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Dear Parents,
This is the last update that I will be sending this session. I am writing this update the morning after the group departed Israel to return to the US. Some of you may in fact be reading this update after meeting your sons and daughters. Everyone on the staff is delighted with the students’ academic performance and more importantly with all they achieved as a group.
In the updates that we sent, we tried to convey to you all that the students experienced in Israel. We are certain that your children told you throughout the session how the program has affected them. You are now ready to meet your children after ten weeks and share all their exciting stories.
The group spent a wonderful Shabbat on campus. It was the first of a number of closure activities that enabled the students to reflect on all they learned and experienced. The students gathered in the Bet Knesset for Kabbalat Shabbat program, welcoming of the Shabbat and services. After dinner, the students had an Oneg Shabbat activity.
On Shabbat, the students rested and had some closure activities with the madrichim and began to prepare for their final exam.
On Sunday and Monday, the students completed the core curriculum and general studies courses and reviewed for the final exam. On Sunday night we conducted a "Back to Israel Fair". We invited representatives of many gap year and university programs as well as MASA, the umbrella organization that coordinates these programs
On Tuesday morning the students took their final exam in the core program. In the evening they had their “final banquet”. During dinner I had the opportunity to address the students. I drew my inspiration from Parshat HaShavu’a (the portion of the week, witch will read in Synagogues this coming Shabbat) – Vayishlach. The Parasha relates why Jacob's name was changed to Israel. During the rest of the evening the students had an opportunity to express how they felt about their teachers, Gideon Meiry and the madrichim. They also had a party.
Yesterday was “Symbolic Day”- the last day of the program. We refer to this as “symbolic day” because the activities we choose are symbolic visits and activities to help the students review much of what they experienced to bring closure to the program. The first activity of the day was planting trees in the AMHSI KKL (JNF) forest This symbolic act helps solidify the students’ connection to the land and all that they experienced here.
Next, 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, Golda Meir Teddy Kollek and others.
Har Herzl is also one of Israel’s military cemeteries. Visiting Mt Herzl was an opportunity to pay homage to Israel’s leaders and heroes. This was an important element in putting closure to the program.
The students had some free time for dinner and some shopping in on Ben Yehuda Street before ending the day with final activities in the Jewish Quarter in the Old City of Jerusalem. More importantly, they had their final discussion and a chance for a visit to the Kotel one last time. From there they went to the airport.
I would like to take this opportunity to thank you for the confidence you placed in us in sending your sons and daughters to us this session. It is truly appreciated. I don’t know whether we can adequately express our appreciation and thanks to you for giving your sons and daughters such 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 grew. We are all confident that we always did all that was prudent in caring for the well being and safety of your children. No less important, of course, is that we did all this without compromising the students’ experience in Israel.
The students learned and experienced the history and culture of Israel in a variety of ways. We are certain that they thoroughly enjoyed every moment. They traveled from Rosh Hanikra and Metulla on the northern border to Eilat in the south, participated in many enriching activities that were described in the updates that we sent throughout the semester. All these activities were important pieces in a rich educational tapestry. I have no doubt they will always treasure their time in Israel. The students formed a wonderful community. We on the staff were privileged to be part of this Kehilla.
All of us on the staff always try to imagine what the reunion of the students and their parents is like. If any of you would like to share this with us or send us any feedback, please do so.
I would like to extend an invitation to you to visit us when you are next in Israel.
I would like to wish you all a very happy Thanksgiving. We truly feel that we have much for which to be thankful.
Chaim Fischgrund
Headmaster
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November 5 - 12, 2010
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11/12/2010
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This past week was the last full week of the program. Studies in the core class were devoted to learning about many aspects of contemporary life in Israel. This included the social, economic, political and military history of the State of Israel. The students learned about immigrant absorption and the development of many regions of the country. The lessons also focused on contemporary political and security issues facing Israel. One of the topics related to the peace process and all the various options that were suggested in the past as well as the attitudes in Israel to contemporary events.
During the semester the students participated in a course on Modern Israel in parallel to the Core Program. In an important sense the two courses converged this week in the lessons and activities.
On Sunday the group went to the Weizmann Institute in Rehovot where they learned about this important science institution. Among other things, they had a great time playing in the science park.
Better Place is a venture-backed company based that aims to reduce global dependency on petroleum through the creation of a market- based transportation infrastructure that supports electric vehicles . Better Place is described in a fascinating book Start Up Nation as the prime example of Israeli entrepreneurship. The students are reading the book which I highly recommend to you.
According to Shai Agassi , the company's founder and CEO, his vision was inspired by a question asked by Klaus Schwab at the 2005 World Economic Forum in Davos , Switzerland : "How do you make the world a better place by 2020
Better Place is building its first electric vehicle network in Israel , and among its partners has selected Denmark and Hawaii as the other two test markets due to their small size. Better Place plans to deploy the infrastructure on a country-by-country basis with initial commercial sales beginning in 2012.
The Company opened its first functional charging station in Israel the first week of December 2008 at Cinema City in Pi-Glilot, and additional stations in Tel Aviv , Haifa , Kfar Sava , Holon , and Jerusalem are being planned and installed. Better Place's primary R&D facility is located in Tel Aviv , Israel .
The company was publicly launched, as Project Better Place, by Shai Agassi on October 29, 2007. As of April 2009 it has already raised $400 million and several countries and states have offered tax breaks .
In January 2008, Better Place reached an agreement with Renault- Nissan to build the world's first Electric Recharge Grid Operator (ERGO) model for Israel. Renault has committed to develop a car with swappable batteries. The initial cars were already developed. The floor-mounted battery packs in these electric cars are designed to be changed out in only a few minutes, less time than in a standard gas station, allowing for battery-swap services.
The students visited the Better Place Center and saw a wonderful presentation about the project. They also had a chance to ride in the car
On Monday afternoon the students visited the Rabin Center and the toured the Israeli Museum . The Yitzhak Rabin Center was established by the Knesset on January 6, 1997, as “The Memorial Center for Perpetuating the Memory of Yitzhak Rabin"
The Center, as expressed in its website, is "dedicated to improving the shape of Israeli society by ensuring that the legacy of Yitzhak Rabin continues to impact the youth and the people of Israel." The Center is comprised of a national archive; education department with a wide array of experiential programming working with youth, students and soldiers ; and the museum depicting the development of Israeli society and democracy.
Through its programming and outreach, the Center strives to reinforce democratic values, equalize educational opportunity, promote tolerance and understanding among the mosaic of communities that comprise Israel and develop a cadre of leaders equipped to confront the unique challenges Israel faces.
The Israeli Museum at the Yitzhak Rabin Center is dedicated to explore the development of the State of Israel as a young democracy. Built in a downward spiral, the museum presents two parallel stories: the history of the State and Israeli society, and the biography of Yitzhak Rabin. The museum exhibits focus on historical turning points in the country’s development, presenting the conflicts, social challenges and dilemmas the country faced at that time. Along the inner corridor and interwoven with the exhibits’ narratives is the story of the life of Yitzhak Rabin, the connecting thread in the country’s history.
The museum experience is guided by individual audio devices. These devices allowed the students to tour the museum at their own pace to view the many documentary films and still photographs and see the hundreds of memorabilia.
After touring the museum, the students met in smaller groups with the Center's staff to discuss the dilemmas that were portrayed in the exhibition
In the evening the students had a BBQ dinner together with the Gann students
On Wednesday Nov 10, the students departed for an overnight tiyul to the northernmost region of the country and the Golan. The activities on Wednesday were devoted to the situation in the Northern Galil. There was a special emphasis on the security issues facing Israel.
On their way north, the students stopped at the Naot shoe factory where many bought sandals and shoes. From there they went to Tel Faher, a Syrian Bunker captured in the Six Day 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 better the background leading up to the war in June 1967. At Tel Faher, the students learned about Eli Cohen "Our Man in Damascus" (the titled of a wonderful biography about him) and his contribution to Israel's security and victory in 1967. Cohen was caught and executed in 1965 but the information he passed on to Israeli was extremely valuable even two years later.
After lunch the students hiked in the Banyas nature reserve along one of the tributaries that flow into the Jordan River.
The last place visited was Kibbutz Misgav Am, the northernmost settlement in Israel near the border with Lebanon. They met Ariyeh Ben Yaakov, an American Oleh who was a farmer on the kibbutz for many years. Ariyeh spoke about his personal Aliyah story, why he chose this particular kibbutz and the special challenges of living in this region of the country. He was able to convey to the students all that is special about living in this area as well as the challenges.
Thursday was spent on the Golan. The group 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”. It was the heroism of the tank crews and infantry units who fought in this battle that stopped the Syrian onslaught and 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 then saw an audio visual presentation about the Golan at the near-by Kibbutz Elrom; a kibbutz that was attacked during the war.
Driving the short distance to Katzrin the students could appreciate all that was built on the Golan in the past 43 years.
After lunch in Katzrin the group drove to Mitzpe laShalom. This Lookout Point is the most beautiful in the southern Golan with a view including the peaks of Mt. Hermon, the Galil Mountains, Tzfat, Tiberius, the Jordan Valley, Mt. Tavor, and of course Lake Kineret spread out below. This was a wonderful setting for a discussion during which the students reflected on what they had learned during the tiyul and throughout the session. In effect this kicked off a series of closure activities
The students are studying General Studies subjects today and will prepare for their last Shabbat together in Israel in the afternoon.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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October 29 - November 5, 2010
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11/5/2010
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The students spent Shabbat in Kibbutz Keturah. Keturah, located in the Arava about 30 miles north of Eilat, was founded in November 1973 by a group of young Americans , who had just graduated the Young Judea year-in- Israel course. Difficulties in the first year frustrated many of the inhabitants of the kibbutz, causing many of the founders to leave rather soon. At the same time, more Young Judeans joined the community, along with a variety of other immigrants as well as Israeli Scout movement graduates, and it grew. This growth resulted in a more stable lifestyle for the members of Keturah.
Keturah is unique among kibbutzim for its religious pluralism. Although Jewish holidays are commemorated in traditional fashion and Kashrut and Shabbat are observed in the dining room and at social and cultural events, members are free to ignore Jewish customs and religious practices in their homes. Keturah received the Speaker of the Knesset Prize for religious tolerance for its religious progressiveness.
During the Shabbat the Kibbutz celebrated its 37th birthday and the students were invited to join in the festivities. The celebrations began with the students joining the members of Keturah for Kabbalat Shabbat. After Shabbat dinner some of the kibbutz members led a discussion about kibbutz life in general and Keturah in particular. The activity generated discussions among the students well after the program
On Shabbat morning a few students woke early to walk to the hill overlooking the Kibbutz. Everyone participated in the festive Shacharit service conducted by the children of the kibbutz. After lunch the group went on a tour of the kibbutz and had some free time. Later in the afternoon they had another activity relating to kibbutz life, this time discussing various dilemmas that challenge members of the kibbutz. After Havdalah, conducted with members of NOAM – the sister movement of USY, the group returned to the campus.
This week the core class lessons and tiyulim were devoted to learning about the State of Israel
On Monday the group went to Givat Haviva. Givat Haviva is an education, research and documentation center, founded in 1949 by Hakibbutz Ha’artzi Federation, in memory of Haviva Reik. Haviva Reik was one of the Israeli volunteers who parachuted into occupied Europe during WWII and is probably less famous than Hannah Senesh is. The mission of Givat Haviva today, as defined by the center, “is to cope with the major issues that are on the agenda of Israeli society, and to foster educational initiatives, research and community work in the fields of peace, democracy, coexistence, tolerance and social solidarity.”
The day began with exercises related to breaking down stereotypes. Later the discussions focused on Arab Jewish relations and issues of discrimination. In addition, with meeting with members of the staff of Givat Haviva, the students also met an attorney from the near-by town of Jat who spoke about his life as an Israeli Arab.
After several discussions and lectures at the center, located in the northern Sharon east of Hadera, the group drove along the “green line”. The students viewed the security fence and discussed the security needs for it. In addition, they also discussed the human reality of building the fence. For example - They visited an Arab village (Barta’a) which was divided as a result of the War of Independence becoming two villages; one in Israel and the rest in Jordan. Today the “Jordanian” section of the village is part of the Palestinian authority territory. After the Six Days War in 1967 the people was able to mingle and visit each other but the villages remained separate entities. Now the fence is dividing them once again. This tour and the few places where they stopped illustrated the complexities of the issue.
The day ended in Ussefiya, a Druze village. A local resident hosted the students. 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 secrete known only to the initiates of people. Druze believe that When one man dies, his soul goes to a baby boy being born. The host shared with the students his personal story and how he feels personally connected to this concept. One of their principles is loyalty to whatever state they live in. 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. The students ate dinner and had lots of fun dancing and singing
On Tuesday the students went to the Inter Disciplinary Center (IDC), Israel's only private university located in Herzeliah. They learned about the university and had the opportunity to "hang out" in the campus, soaking in the atmosphere. More importantly they heard a number of lectures about various topics relating to Israeli society, the role of the press and advertising and entrepreneurship.
In the evening, the group went to a very special theatrical experience in the ancient port in Jaffa. A group of 12 deaf and blind actors in Israel have formed the Na laga’at theater group. Na laga’at means “do touch” in Hebrew, and the name of their acclaimed show is “Light is Heard in Zig Zag.” The group met in a drama class, and founder and director Adina Tal “recognized the potential of the group and fell in love with its people.” The troupe toured North America, performing in Montreal, Toronto, Boston and New York. Each actor is accompanied onstage by an interpreter, who help with timing and costume changes ... and tap the actors’ knees to communicate applause. The troupe’s website is www.nalagaat.org.il . It is the only professional deaf blind theater company in the world.
During the performance, the troupe also bakes bread. The audience is able to smell the baking of the bread – the sense of smell is the only sense that is in common to everyone. At the end of the performance everyone is invited to come to the stage, eat the bread and speak to the performers.
On Wednesday the students visited the Menachem Begin Heritage Center in Jerusalem. The visit included a tour of the Museum which features scenes of Brisk, the town where Begin was born, continues to Warsaw where he studied, and in Vilna where he was arrested and sent to a Soviet prison camp. From there visitors continue to the secret headquarters of the Irgun where actions were planned against the British Mandatory government. Then on to the period when Begin was the leader of the Opposition, where visitors may experience the main events that shaped the State of Israel, be part of the election rally listening to Begin’s famous speeches, and be present on the eve of the Likud victory in 1977. The students finished the tour in an audio- visual display summarizing Menachem Begin’s role as the sixth Prime Minister of Israel. These displays illustrates Israel’s democracy in action
A small replica of the Knesset has been built in the Begin Center that serves to educate students about the working of the Knesset and the legislative process in Israel. The students participated in a simulation game to learn about how the Knesset, as a parliament works. They were divided into coalition and opposition parties. Some students were lobbyists and others simulated the committees of the Knesset. The central activity was to debate a proposed law to change the "Law of Return", a law that guarantees every Jew the right to immigrate to Israel and receive automatic citizenship. This exercise served a double purpose – students learned about how a bill becomes a law in Israel and debated an important topic about Israel as a Jewish and democratic country.
Later in the day the students had some free time and "dinner on the streets" before returning to campus
Today after class most of the students will depart for home hospitality, the last of the session. Some opted to remain on campus
Shabbat Shalom
Chaim Fischgrund
Headmaster
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October 24 - 29, 2010
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10/29/2010
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The students were in the southern region of the country – Negev, Arava and Eilat – this week.
The students left the campus on Sunday morning. The first stop was at Rahat, a Bedouin town in Israel. They met the mayor in the local community center. He spoke to the students about the special challenges facing the city as well as his own ideology as a Palestinian Moslem living in Israel. The students drove through the city and saw the old and new sections. They also visited the school
From Rahat they drove to the GADNA base in Sde Boker. GADNA is a Hebrew acronym for G’dudei No’ar, youth brigades. Teen-agers younger than 17 served in these brigades in a variety of auxiliary positions during Israel’s War of Independence. Today the GADNA is a program for high school students in Israel during which they get a foretaste of army life.
After arriving on the base, the students were welcomed by the base staff. They received uniforms and had an opening ceremony. The students quickly learned about military disciplined and got used to being in a totally Hebrew environment. For many students this total Hebrew emersion was no doubt one of the important highlights of the experience. At the conclusion of the first day they had a ceremony.
During the GADNA program, the students were given uniforms, lived in tents and heard lectures on the structure of the army and army life. They also learned about some of the military heritage of the country, the structure of the army and the role of the army in the life of Israel. They had several discussions relating to the concept of meaningful service as well as Jewish identity. The students also performed many tasks and duties that included kitchen duty, cleaning the bathrooms and showers and cleaning their tents.
There were many highlights during the week. A particularly enjoyable activity for the students was Yom Sada’ut – field maneuvers day on Tuesday. The students learned how to camouflage and crawl as well as other military “skills”. The army staff also conducted a session on Jewish identity and how this is connected to Tzahal.
On Tuesday evening, Zmira and Leor Sabah came with their friends to visit the students with a falafel dinner. This has been a tradition every year during the GADNA program. The students were very happy to meet Zmira and Leor and share their experiences with them. I was happy to join for the evening and see first hand how much the students were enjoying the experience and finding it meaningful.
Another major highlight was at the rifle range on Wednesday. The students spent many hours learning about the safety of the rifle as well as an important lecture about the IDF’s code of ethics and what is generally referred to in Israel as the “purity of weapons”. This is a very important concept that is much more than just the “rules of engagement”. It also means knowing when not to fire.
On Wednesday evening, Zmira and Leor Sabah came with their friends to visit the students with a falafel dinner. This has been a tradition every year during the GADNA program. This year Glenn Drew and his family also joined. The students were very happy to meet everyone and share their experiences with them. I was away from Israel the past few weeks and unfortunately missed this event. It is something I look forward to every year. I hope to see the students on Sunday and hear first hand about their experiences
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On Thursday at noon, the students had a closing ceremony near the site of Ben Gurion’s grave. The students learned earlier in the week that David Ben Gurion, Israel’s first Prime Minister settled on Kibbutz Sde Boker after retiring from politics. He did so because he had a special vision about the future of the Negev and its importance to the State of Israel.
After the ceremony, the students met with the AMHSI staff to review and discuss all that they learned in the Negev and GADNA. Later in the afternoon they went to the Han Hashayarot (Caravan Inn) to ride camels. At the Camel Ranch they also had a Bedouin style Hafla dinner and learned about Bedouin folklore before driving to Eilat. They had some free time in Eilat before settling into the youth hostel
This morning, the students enjoyed a beautiful hike from Mt. Tzefahot down to the bay. From the mountaintop, the students had a view into four countries - Egypt, Saudi Arabia, Jordan and Israel. This enabled them to understand some of the complexities of the Middle East situation. The hike ended at Coral Beach, where the students went snorkeling. They will have “lunch on the streets” and have a chance to swim in the beach or just hang out in Eilat before traveling to Kibbutz Keturah for Shabbat.
We did not have the opportunity to add pictures to this week’s photo gallery as the madrichim have the cameras. We will do so on Sunday.
Chaim
Chaim Fischgrund
Headmaster
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October 15-22, 2010
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10/22/2010
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The AHA group spent last Shabbat at the Hermon Field School. The name is a bit deceiving, as the Field School is actually on the Golan Heights above the Snir Stream—one of the streams that becomes the headwaters for the Jordan River.
They had Kabbalat Shabbat and a Shabbat dinner on Friday evening, followed by an activity with the Madrichim. On Shabbat morning the group had a discussion. After lunch they hiked down to the stream where there was a pool that enabled them to frolic in the water and cool off from the unseasonably hot weather we have been having. They had another discussion near the end of Shabbat. They concluded their Shabbat with Havdalah and then returned home.
On Sunday students studied the period in Eretz Yisrael from the first World War until 1939. In the evening they wrote essays about their findings in Tel Aviv (from Tuesday) and their definitions of Jewish identity.
On Monday, the students spent a very intense, full day, studying about the Sho’ah, Holocaust. During the day, they studied and discussed the causes of Hitler’s rise to power, the Nazi ideology and the step-by-step process of implementing that ideology. Many issues came up for discussion and analysis as students and teachers attempted to understand the “final solution.” The students were challenged to wrestle with many dilemmas that faced the Jews during this horrible period. They also studied about resistance during the Holocaust. They did this by focusing both on what was happening here in Eretz Yisrael during the War years in relation to fighting the Nazis both here and in Europe, as well as how the Jews of Europe resisted the Nazis the Holocaust in all forms – armed, spiritual and moral resistance. All this was done in class and by viewing films.
One of the most moving experiences of the Holocaust study came about on Tuesday morning when the group met with Noah Klieger, a Holocaust survivor and hearing his personal story. Noah was born in 1926 in Strasbourg, France. He was imprisoned by the Germans during the years of 1942-1945 in a number of camps including Malines, Auschwitz, Auschwitz 3 (Monowitz), Dora-Mittelbau and Ravensbruck and was liberated on April 29th, by the Soviet Army.
Noah shared his story with the students. He arrived in Auschwitz at age 16, younger than many of the students who listened to him. In his talk he focused on many personal incidents and in particular spoke about the acts of kindness (Hesed) performed by one particular Jewish prisoner that helped so many survive.
Noah survived Auschwitz because he became a boxer for the entertainment of his captors. The story of the boxing in Auschwitz was made known in the feature film “Triumph of the Spirit” about the life of Salamo Arouch. Noah told Salamo’s story as well.
After the war, Noah Klieger was a journalist in France and Belgium. He immigrated to Israel in 1948 and participated in Israel’s War of Independence. He reviewed nearly all the trials against Nazi criminals in Belgium, France, Germany and Israel. He published hundreds of articles on the subjects of the Holocaust and Anti-Semitism and he lectures about these subjects.
In 1995, Mr. Noah Klieger published his book: "12 Rolls for Breakfast", which is a collection of his stories from the Holocaust period based on his personal memoirs.
After meeting with Noah, the students went to Yad Vashem, the national monument and museum. This tiyul 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. It is a fitting place to conclude studying this most important and tragic chapter in our history
The students returned to campus for dinner and later watched the movie Defiance.
Wednesday’s tiyul was devoted to learning about Israel’s struggle for independence during the 1930’s and 1940’s. The first aspect of the struggle that the students studied was the struggle for immigration, which the British termed “illegal”. 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 re-enacted how the clandestine immigrants (so called “illegal”), mostly Holocaust survivors, made valiant attempts to break through the British blockade.
Next, the students visited the Atlit detention camp. It was in this camp that the British detained many of the immigrants who were caught on their ships. One of the important incidents related to the camp was the organized escape led by Yitzhak Rabin, then a very young PALMACH officer. At the camp the students saw a movie about the camp and the escape.
The last site visited on the tiyul was in the Acco prison. Here many of Israel’s underground fighters were imprisoned including some that eventually became Israel’s leaders. At the prison the students discussed the ideology and activities of the Jewish underground movements in fighting for independence and protecting the country. 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 prison in the gallows room with a moving ceremony in which they paid our respects to the dedication and tenacity of the fighters who made the State possible.
The day ended with a visit to Rosh Hanikra, the beautiful grottos in the Mediterranean Sea on the border with Lebanon.
On Thursday morning, the students met Murray Greenfield. Murray was a merchant marine during WWII who volunteered to serve on one of the Haganah “illegal” ships. He told the students about his experiences in preparing the ship in the US, sailing it to Europe, meeting the Holocaust survivors who came aboard, and the trip towards the coast of Israel, capture by the British and captivity in Cypress. His talk captivated everyone and successfully conveyed the atmosphere of the period to the students. The rest of the day was devoted to studying about the events leading to Israel’s Independence and the War of Independence.
In the afternoon the students met with Gil Reich, the Deputy Director of the Non-Proliferation Department in the Israel Atomic Energy Commission. Gil is considered to be Israel's leading figure in Dialogues regarding Iran, reporting directly to the Prime Minister. Gil spoke about the issues of nuclear capabilities of countries in this region of the world, and how it affects the foreign policy of not only Israel, but of the USA. Gil helped students understand why the United States and Israel have different perceptions and policies relating to Iran's nuclear program.
Today was a general studies day. After lunch most students left campus for their open Shabbat.
Shabbat Shalom,
David
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October 8 - 15, 2010
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10/15/2010
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On Friday morning, the students got an early start to complete the hike at the Kineret. Before enabling the students to dip into the Kineret, the group conducted a closing ceremony. While the Yam LeYam hike has been an important element of the Israel program, we introduced an important feature several years ago that has become and will continue to be an annual tradition. We at AMHSI sought a way to honor and memorialize Chico Sabah. We all know how Chico felt about the importance of Israel program as an integral part of the education provided at AHA. The Yam LeYam hike had a special spot in Chico’s heart and of all the things we do, this was one of the important elements that he “insisted” we include and not compromise on the difficulty factor. We will always be grateful to him for choosing us to be the educational partner in Israel to carry out his important educational vision. We felt that the most fitting way to memorialize Chico of blessed memory was to name the Yam LeYam hike in his memory. During the ceremony, the students received t – shirts produced for this occasionThe highlight of the ceremony this year, however, was the speech made by Benjamin Drew, Chico's grand nephew. His speech was so moving that I will attach it to this note at the very end.
After lunch and time to swim and relax on the Kineret the group prepared for their Shabbat at Kibbutz Genossar. In the evening they had a Kabbalat Shabbat service, which was followed by Shabbat dinner. After dinner, the madrichim led an Oneg Shabbat program. During the Oneg Shabbat Gideon Meiry, the security liaison who has been with the AHA groups throughout the years, shared his fascinating life story with the students.
Shabbat was mostly a day of much needed rest in this lovely place on the Kineret. After Havdalah, the students returned to campus
On Sunday, the students continued studying the transition to the modern period in Europe and its impact on the Jewish People in Europe and Israel. The students focused on the Enlightenment and the struggle for Jewish Emancipation. In this context, the students discussed the Jewish religious responses to the Enlightenment and the emergence of Reform and Conservative Judaism. Many of the discussions focused on new challenges to the traditional society and the varieties of Jewish religious streams that emerged. This was essentially the phenomenon in Western Europe. In Eastern Europe, the situation was quite different as the Czars continued to persecute the Jews. The students also studied the development of modern Anti-Semitism and the rise of Zionism and the early Aliyot to Israel. They learned about Herzl, the factors that led him to Zionism, his ideology and his activities. They also learned about the First Aliyah that began in the 1880’s.
On Monday morning, the students had group breakfast in the dorm. During class time, they conducted a creative seminar in which the students both learned and taught each other the various Zionist ideologies. This was done with posters and skits. The seminar helped the students understand that although Zionists shared common goals for Israel there were different streams and ideologies each emphasizing different priorities. These concepts were the basis for much of the tiyulim that took place on Tuesday and Thursday, and will serve the students well in understanding the development of modern Israel.
Tuesday’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. The first group consisted of members of Ahuzat Bayit – “Home Owners Association”. 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 a lovely park in Jaffa overlooking modern Tel Aviv. Jaffa was the port through which all the early visitors, pilgrims and Olim came to Israel. This was a fitting place to learn about the vision of the founders of the city as well as its history. The students also had some time to wander through and shop in the picturesque and unique flea market.
From there they drove to the center of Tel Aviv to visit some important sites. 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 May 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 the visit to Dizengoff’s house was the re-enactment of the Declaration of Independence. The students then went on a walk through some of Tel Aviv’s historic neighborhoods.
Independence Hall is on Rothschild Blvd. the heart of Ahuzat Bayit. Eventually the neighborhood was named Tel Aviv, which was an indirect way of naming the city for Herzl. When Herzl’s book the “Old New Land” was translated to Hebrew, it was called Tel Aviv – Tel as an archaeological hill represents the old and Aviv, spring represents the new.
The group had time for lunch and some free time to explore the arts and crafts fair at Nahalat Binyamin Street. During lunch, the students also conducted 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.
The group stopped at Rabin Square. It was an opportunity to pay respects to the slain leader who was cruelly assassinated there nearly 15 years ago. The students discussed their interviews and impressions of Tel Aviv. The students returned to campus for dinner and were given a relaxing evening and an early lights out in anticipation of the PSAT test they took on Wednesday.
On Wednesday evening the yourth of Kfar Sava were celebrating their youth organizations and had a free concert in the plaza of a Kfar Sava Mall. One of the performers was Mush Ben Ari, who is sings a beautiful rendition of "Shir Hamaalot." The students enjoyed the short cultural immersion and break from their studies.
The theme for Thursday’s tiyul related to the pioneers who established the early rural settlements in Israel – kibbutzim and moshavim. The first stop was at Bet Hashomer at Kibbutz Kfar Giladi in the Upper Galil overlooking the Hula Valley. Here the students were able to see much of what the pioneers accomplished while comparing it to the way Mark Twain saw Israel when he visited the area. The contrast is very dramatic. The kibbutz was founded by members of the “Hashomer” (The Guardsmen) the organization that protected the early pioneers. The students learned about an important aspect of the life of the pioneers; the need to defend themselves.
Because of the demise of the Ottoman Empire, the British and French divided the Middle East between them. The area was subsequently subject to intermittent border adjustments among the British and the French. In 1919, the British relinquished the northern section of the upper Galilee containing, Kfar Giladi and several other to the French jurisdiction.
Down the hill a bit from Kfar Giladi is Tel Hai, the site where the first battle against Arabs took place in March 1920. During the fighting, which began several weeks earlier, eight Jews, six men and two women, among them Joseph Trumpeldor were killed. 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. Tel Hai overlooks Kiryat Shemona, (The City of Eight), which is named for the eight who were killed in Tel Hai and serves as a living memorial to these dedicated pioneers.
The Yishuv and the State of Israel has been dealing with security issues in this region of the country and in all of Israel for the past 90 years. Later in the session, we will return to the northern Galil to learn more specifically about the current situation.
From Kfar Giladi, the group drove to Horshat Tal (Grove of Dew). The campgrounds of Horshat Tal are interlaced with the rushing water of the Dan River. One stream of the Dan River cuts through the park and fills a large pond which is usually open for swimming. Yesterday, students and staff were disappointed to arrive there and find the pools closed for upkeep. Since they were so looking forward to a refreshing swim on a hot day, we took them to the kineret for their swim.
The day ended 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. The students paid their respects visiting their graves in the Ohalo cemetery. 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.
Today the students had lessons in the General Studies. After class, the group departed for the Golan wehre they will be spending there Shabbat together.
We have had problems with our picture portion of the website. We temporarily solved it by opening up albums on Kodak gallery. Please go to the photo gallery on our website— amhsi.org and click on to the appropriate link. It will take you to your album and the latest pictures.
Shabbat Shalom,
David Mitchell
Ben Drew's speech:
As we now bring one of the highlights of our trip to an end before we hit the showers and begin a relaxing weekend I would like to share a story with you. the story of Chico Sabbah’s Zionist dream. Chico Sabbah was like many of us here today he was a young boy raised on strong tzphardic and Zionist morals. Ever since Chico was a young teen the idea of making aliyah was all he could think about. All Chico could think about was helping to establish a living Jewish state in the land of Palestine. Like many of you here today there was one thing preventing him from embarking on the journey to the holy land. College. For my uncle he had no choice but to follow his father’s request. Chico attended college not for himself but for the future state of Israel. He graduated with an agricultural degree so that he could help make the fields of Palestine prosper. As soon as college was over Chico was on the first flight to make aliyah. Just like we have done in the preceding days Chico’s dream was to walk the land of our forefathers feel the land of our ancestors and become part of it. After the first few years my uncles Zionist dream did not falter. Although forced to return to the United States by Uncle Sam and Korea Israel was still home. After the war it was decided that my uncle's could support Israel more from the business world outside of Israel than working in the fields. Although the insurance world was very different than the fields of kibbutzim my uncle soon caught on.
As my uncle became wealthy he realized that he now had the opportunity to share his Zionist dreams with others. As AHA became a reality one of the founding ideologies was an extended period in Israel, a mini aliyah in a sense, so that we as students could experience the Zionist dream for ourselves.
Although it has been almost 6 years since my uncle has been able to join an AHA class in Israel he realized that this experience would change the life of every academy student. My uncle viewed this as the most important component of our 4 year journey at the academy. Chico believed that this trip would instill one's Jewish identity in them for the rest of their lives. Not only does this trip represent a true Zionist dream but the great mitzvah of Jew helping another Jew a belief my uncle held very close to his heart as well as bonding together as a group. I know my uncle would be proud as a result of the beautiful actions I have seen by many of you the past few days-- from helping someone who has fallen behind , sharing a bit of extra water or sitting around our campsite talking. You have all displayed actions of a true AHA student.
My family founded the academy because we were committed to promoting our dedication to Judaism, the land of Israel, its people, together with the continuity of Jewish life and values.
My uncle once said the greatest gift one can receive is to have their dreams fulfilled during their lifetime. Our completion of yam le yam is a fulfillment of Chico's dream for all of us here today.
Although most of you never had the opportunity to know Chico Sabbah, as you take these final steps of this amazing journey know that you have joined the selected few as the tenth class to have once again completed the dream the Zionist dream of Chico Sabbah.
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October 3 - 7, 2010
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10/7/2010
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On Sunday, the students studied about the Jewish community in Poland and elsewhere that were so influenced by the Kabbalah developed in Tzfat. Among other phenomena, this influenced led to many Jews believing that the Messiah had arrived in the personage of Shabtai Tzvi. In addition, this influence was also part of the background that led to the development of the Chassidic Movement. The students learned about the rise of the Chassidic movement and its great influence on Jewish life. Later in the day, as part of their Modern Israel course, they met with Evan Fallenberg. Evan is one of the country's top literature translator (Hebrew to English) and a prize winning novelist (When Light Fell—winning prized\s both in the USA and Israel).
On Monday morning the students had their second unit test in core. After dinner, the group drove to the Achziv Field School on the shores of the Mediterranean where they spent the night preparing for the Yam LeYam hike.
The major activity this week was the Yam LeYam hike – Israel’s version of going “coast to coast”. This hike is part of the tradition of many members of the youth movements and many schools in Israel. It is an opportunity to “rough” it a bit with hiking, cooking out and camping in nature. It has always been one of the significant highlights of the Israel program for the AHA students.
The hike was in the Western and Central Galil. The staff prepared general explanations about the history of the area and the flora and fauna. In addition, this 4-day hike was a great opportunity to introduce the students to much of the nature of Israel, which the students will not see on some of the other tiyulim.
Early Tuesday morning, the students began the hike near the Achziv Beach on the coast north of Nahariya. The starting point of the hike was near a memorial to members of the Palmach underground soldiers who were killed during Israel’s struggle for independence. This is a good opportunity to reflect on the struggle and sacrifice many made to ensure that we today are able to enjoy the beautiful scenery.
The students began with a bike ride along the Keziv River, dropped off the bicycles near the entrance to the Nature Reserve, and continued hiking, ending the day not far from Alkosh (if you’re looking at a map it’s just off of road # 89) sleeping in an old quarry. On the way, they hiked in beautiful scenery passing near the Montfort Crusader fortress. They also had a chance to dip at Ein Tamir, one of the springs in the riverbed. In the evening, and each night following, the students sat around the campfire and had an activity planned by their madrichim, followed by their own time around the fire.
On Wednesday, the students first hiked up a hill under the growth of trees, giving the feeling of hiking through a thick forest. Then they took the path that leads to the top of Mount Meiron, the tallest mountain in Israel with nearly a mile high peak. On the way up they saw beautiful flowers that bloom only at the end of the summer and early fall. As it rained a bit last week in that area, so the students were able to see the Stavit – derived from the Hebrew word Stav, fall. In addition they saw many Hatzavim throughout the week. They also saw a few Helmonim—beautiful Yellow flowers that only bloom in a few places in Israel. At this point, they had reached the highest point of their trek. The rest would be downhill, to the Kineret. After lunch, they took a trail that led them to their campsite in Nahal Amud. They passed the tomb of Rabbi Shimon bar Yochai, the author of the Zohar and founder of Jewish mysticism. The weather was very good and the night clear.
On Thursday (today), the group hiked along the Meiron stream that turned into the Amud stream, and saw the flora turn from forests and ponds to a dry riverbed as they worked their way downwards towards the Kineret. They had a chance to dip in the pools created in the river. As I write these lines, the group is already reached their campsite and is setting up tents and resting from the day's hike. They will spend the night at a campsite near where Nahal Amud meets route 85 on a map.
Tomorrow morning, the students will get an early start to complete the hike at the Kineret. Since I will be leaving shortly to join the group, I will not be able to send an update for Chaim, who is away on school business. Therefore I am sending this today. I will include Friday and the end of the hike in next week's update.
We are not able to upload pictures to the site, nor can you get into the picture site at this time. Due to reasons out of our control, the site is temporarily down. Please continue to try to click into the site. When you succeed, there will be some nice pictures from the week (I will get them from the madrichim and work on that before Shabbat.)
We have a new nurse who began work this week and lives on campus. Her name is Alessandra Gura. She goes by the name Sandy. The nurse phone remains the same number: 011 972 52 327 0614. The new nurse email address is nurse@amhsi.org.
Shabbat Shalom,
David Mitchell
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September 26 - October 1, 2010
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10/1/2010
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I trust you all had a meaningful holiday season this Tishrei. In Israel we are already in the season known as Acharei Hachagim, after the holidays, when things are supposed to return to routine, while in the Diaspora it is Simchat Torah today
On Sunday, the students began to study the Middle Ages period and about the Jewish communities which emerged in the Diaspora. In particular, they learned about the Jewish communities of Babylonia and Spain (Sephardic Jewry). In this context, they also learned about the rise of Christianity and Islam and the impact these civilizations had on world history.
The tiyul on Monday was to Belvoir and Tzfat. At Belvoir the students learned about the Crusader period. To a large degree this was part of a greater clash between the Christian and Moslem worlds. Belvoir was a Crusader fortress built in the 12th century. Here the students learned why the Crusaders came to Israel, what they did here and how their kingdom collapsed so quickly. Much of the time was spent re- enacting how the fortress was attacked.
In addition, the students also learned about the impact the Crusaders had on Jewish history both in Israel and in Europe. In fact, the 400 years starting with the Crusades in 1096 and ending with the expulsion from Spain in 1492 were the most brutal in Jewish history that led many Jews to search for meaningful theological and spiritual answers. An important discussion related to the relevance of the Crusader period to contemporary events.
Some of the answers were found in Tzfat - the community of Mystics who developed the Kabbalah. In Tzfat, they visited the ancient synagogues where the “Saintly Men” (an expression coined by James Michener in The Source) developed their unique lifestyle. The students were introduced to many concepts of Kabbalah and their significance to Jewish history.
From Tzfat they had a magnificent view of Mt Meiron and the area where they will hike next week during their Yam LeYam hike.
In between Belvoir and Tzfat the students stopped at the Blue Beach on the Kineret for lunch and swim. After dinner on the streets in Afula, the students returned to campus
The tiyul on Tuesday focused on another aspect of life in the Middle Ages - the Kehilla; the Community. Our purpose was to teach the students the idea that what sustained Jewish life in the past were the institutions that the community developed. This concept, of course, has relevance for the present and future as well. The students went to Yad LeKashish, the Lifeline to the Old. This is a most fascinating Tzedakah project. This institution enabled the students to understand how a traditional community functions. They saw an important community institution and learned how it interacts with other community institutions. Many of the students purchased items that are produced in the workshops.
To illustrate the importance of institutions, we chose to visit one ”social” and one “religious” institution. The students had an opportunity to participate in a wonderful community service project at Hazon Yeshaya. Founded in 1997, Hazon Yeshaya Soup Kitchens has been providing life-saving meals to thousands of Israel’s neediest adults and children, 365 days a year. Hazon Yeshaya was founded by Abraham Israel, a successful businessman from New York. Initially, he set up a small kitchen to serve 17 starving Jerusalem residents. Today, Hazon Yeshaya provides more than 200,000 hot meals each month at 38 distribution points across Israel. In Hazon Yeshaya the students helped prepare food for the soup kitchen
The students next met with a Natan Segal Sopher, a scribe. He showed them the tools he uses to write Torah scrolls, Mezuzot and Tefilin. As it was Chol Hamo'ed he did not actually work and so did not illustrate writing in a Torah. He also spoke about some of the mystical secretes behind the words discussing Gematriah and its importance.
After general studies and lunch on Wednesday, the AHA, Gann, and Barrack students traveled to Jerusalem to celebrate Simchat Torah. In the evening the students attended services and Hakafot in several synagogues in the area.
On Thursday morning, Simchat Torah in Israel, students went to synagogues in the center of town. By the time they got back to the youth hostel for lunch it was fairly late. In the afternoon the students rested and had a group activity with the madrichim. After Havdalah, the group had free time in central Jerusalem before returning to the campus. We heard wonderful feedback from the students about their experiences during the holiday
Today the students have their General Studies classes. After lunch, they will depart for home hospitality
Shabbat Shalom
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September 17-24, 2010
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9/24/2010
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On Friday September 17 after class, the group traveled to Jerusalem for Yom Kippur. The group stayed at Bet Shmuel, a youth hostel in the center of Jerusalem, so that they could both be close to the Kotel as well be able to attend services at synagogues of their choice.
After settling into the youth hostel and eating the Seudah Mafseket, the meal before the fast, the students met for "pre-Yom Kippur" discussions that was followed by the Kol Nidrei service. The students and staff were greatly inspired by the service.
After Kol Nidrei, the streets of Jerusalem filled with families, many dressed in white, taking a leisurely stroll. The group walked in the neighborhoods near the youth hostel to soak in the special atmosphere of the day. Many of the students commented about their feelings being in Jerusalem for Yom Kippur. Yom Kippur is a special day all over Israel. The country comes to an absolute stand still there is absolutely no traffic. This atmosphere is felt in a more special way in Jerusalem. One may say that we could offer Yom Kippur, especially how it is celebrated in Israel, as the universal green holiday. During the walk, the students stopped at the tent where the family of Gil'ad Shalit has been spending the last several weeks. Gil'ad Shalit is a soldier who was kidnapped and is spending his fifth Yom Kippur in captivity by the Hamas. His captivity has produced overwhelming feelings of solidarity in Israel and throughout the world but much controversy regarding the "price" Israel should pay for his release.
On Yom Kippur morning, the students went to synagogues of their choice for tefillah. Some of the students preferred to "synagogue hop" to experience the different services. In the afternoon, they returned to the youth hostel for a bit of a rest. The group had a study session at the youth hostel devoted to the Book of Jonah (the Haftarah read during Mincha on Yom Kippur) and the importance of Yom Kippur. During the discussion, the students had the opportunity to express their feelings about the significance of Yom Kippur to them. The entire group, with the other students at AMHSI walked to the Kotel for Ne‚ilah.
Many of the students found minyanim which they joined, while others preferred private moments near the wall.
At the conclusion of the Ne‚ilah service, the students returned to the youth hostel for Havdalah and to break the fast before returning to campus.
In the Core program, the students continued to study the Second Temple period. The tiyul on Sunday began with a visit to the model of Jerusalem at the Israel Museum in Jerusalem. It is a scale model showing Jerusalem just before it was destroyed in 70 CE. The model enabled the students to see Jerusalem in its grandeur. Seeing and studying this model helped them place the archaeological remains they saw later in the day in perspective.
While at the museum, the students also visited the Shrine of the Book that houses a special exhibit of the Dead Sea Scrolls. It is generally assumed that the Essenes, a Second Temple sect, wrote the scrolls. The Essenes believed that city life was much too influenced by Hellenistic culture. They left the urban life and formed communities in deserted areas. They believed that by their pure living they could bring the Messiah.
From the museum, the students went to the Jewish Quarter where they saw important archaeological digs. They started in what is now known as the "Herodian Quarter", remains of the wealthy section in Jerusalem during the Herodian period. Here they saw the remains of magnificent mansions and fancy stone and glassware as well as other archaeological finds. The excavations were made possible in the early 1970's when the rubble of the Jewish Quarter was cleared. The Jewish Quarter was nearly entirely destroyed systematically during the 19 year Jordanian occupation of the Old City. In the rebuilding efforts of the Jewish Quarter, the rubble was cleared and in laying foundations for the new buildings, many interesting archaeological remains were discovered.
The students‚ visit ended in the Davi9dson Center and archaeological garden. The Archaeological park features remains spanning 5,000 years. The students focused on the splendors of the Second Temple and the impressive architecture of King Herod, dating to the second half of the first century BCE. Visiting all these sites enabled the students to see and understand the lifestyle of the Jews, how Rome influenced them and why the Jews and Romans were in conflict. This conflict led to revolt which this time ended in destruction, the remains of which are still visible.
In the afternoon, the students traveled toward the Dead Sea and stopped at Qumran the area where the Dead Sea Scrolls were discovered. Walking in this area is a special experience. In Qumran the students walked into the desert area and had an opportunity to meditate and experience the spirituality of the desert. They also studied about the Essenes who were a sect of Jews who believed that city life was much too influenced by Hellenistic culture. The Essenes left the urban life and formed colonies in deserted areas. They believed that by their pure living they could bring the Messiah. The famous Essene community was in Qumran at the northern end of the Dead Sea area where the Dead Sea scrolls were found. From there the students continued to the Massada Youth Hostel.
On Monday, the students arose very early to climb the historic snake path to the top of the mountain fortress, Massada. The climb began at first light and the students managed to see the sunrise from the top of the mountain. When they reached the top of the mountain, they saw the sunrise and went directly to the Synagogue of Massada, one of the oldest Synagogues discovered in Israel. This is truly a fitting place and the Shacharit service is certainly a fitting way to begin the inspirational visit to this important historic site. The hike gave many students a real sense of accomplishment but this was only the background for the real purpose of the tiyul.
The students spent several hours on the mountaintop learning about the values and lifestyle of the Zealots. These values are the everlasting values of the Jewish People and Jewish culture. The students were able to re-enact in discussion much of the story they learned and really felt the history they studied
After descending from the mountain, the groups went to the Dead Sea for lunch and an opportunity to "swim" in the lake located in the lowest point on earth. Swim is a bit of a stretch ˆ float is more accurate.
On Tuesday the students learned about the Bar Kochba Revolt and its results. 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. Students began the day at Hirbet Midras, a site of Bar Kochba caves. In preparation for the revolt the Jews dug tunnels and mines as places of refuge and escape. It was from these caves that the followers of Bar Kochba conducted their guerilla attacks against the Romans. Students enjoyed squeezing through the narrow underground passages. At Bet Gubrin, the students first visited an ancient amphitheater. The theater was apparently one of the places where the Romans held some of the captive Jews before sending them to Rome. It was also the site of gladiator fights. On the way back to campus, the group stooped at the Sorek Stalagmite caves in the Judean Mountains to enjoy the natural beauty of the caves.
On Tuesday evening, the students helped decorate the school Sukkah.
On Wednesday, the students began to study the Middle Ages period and about the Jewish communities which emerged in the Diaspora. In particular, they learned about the rise of Christianity and Islam and the impact these civilizations had on world history.
After class on Wednesday, most students departed to spend the first day of Sukkot with host families. Some students preferred to remain on campus with students of the other day schools now with us
Today the students studied their General Studies subjects. After lunch they will travel to the Ma'ayan Harod guest house for Shabbat
With best wishes for Shabbat Shalom and Mo'adim LeSimcha
Chaim Fischgrund
Headmaster
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September 12-17, 2010
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9/17/2010
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Dear Parents,
I trust you all had a wonderful and meaningful Rosh Hashanah holiday. The students returned to campus Saturday night energized and ready for a full week of activities
The first stop on Sunday‚s tiyul was on Mt. Gilboa. From there the students had a good view of the Jezreel Valley, Mt. Tabor and many other locations that they had studied about in class. These places are related to the Judges Period. Standing on the mountaintop, they had a greater appreciation and understanding of the activities of the Judges especially Deborah and Gideon whom they studied about in class. On this mountain King Saul, the first king of Israel was killed in battle against the Philistines.
Mt. Gilboa overlooks one of the most beautiful valleys in Israel, much of which was marshland until the 1920‚s and 1930‚s. Later on in the session the students will learn about the pioneers who beautified the land. Then they will appreciate the scenery even more. Among the themes that the group discussed was the role models that the biblical leaders and heroes continue to provide in contemporary Israel. Barak who led the Israelites in battle taught our army officers to say „Acharai‰ ˆ follow me and lead soldiers into battle. Gideon taught us that we should follow what he does. After the Philistines defeated King Saul they mutilated his body. The people of Bet She‚an, not far from where our students were hiking, brought Saul and his fellow soldiers to proper burial at the risk to their lives. From this, we learn how important it is not to abandon our comrades, even after their death. These are themes that are always appropriate but even more so on Memorial Day.
At the conclusion of the hike, the students stopped for lunch at the foothill of the Gilboa. From there they drove to Natanya. This was a wonderful opportunity to enjoy the last days of summer at the beautiful beach. From Natanya the group drove to Jerusalem. Upon entering Jerusalem, they stopped at Mt Scopus. There the group had a ceremony welcoming them to the Holy City. During this welcome program the students learned the significance of the song „Yerushalayim she Zahav‰ ˆ Jerusalem of Gold and sang the song
On Monday‚s tiyul, the group learned about the settlement of the land by the ancient Israelites. In addition, the students also learned about the development of institutions especially the monarchy. Starting at the Sataf Spring, in the Judean Mountains just outside Jerusalem, the students saw the ancient farming methods developed by the Israelites and they walked through ancient terraces and irrigation tunnels. Sataf is a wonderful educational project developed by the Jewish National Fund, which recreated this ancient farm.
Next the students drove to Jerusalem, where they had a moving ceremony overlooking the Old City from U.N. Hill. From the promenade at UN Hill overlooking Jerusalem the students learned how and why King David made Jerusalem the eternal capital of the Jewish people. This was their first view of Jerusalem and introduction to the city. After lunch, the students toured in the City of David and saw some of the early archaeological remains of Israel‚s ancient capital. They then went down into the ancient water system and walked through a tunnel built in the days of King Hezekiah (702BCE). The tiyul ended at the Kotel, the Western Wall. This was the spiritual and emotional culmination of the day.
After stopping for dinner and shopping on Ben Yehudah Street in Jerusalem, the students returned to campus.
On Tuesday morning, the students concluded studying the first unit by learning about the history of Israel until Babylonia conquered the land and exiled the Jews in 586 BCE. The students also learned about the prophets and analyzed some of the famous prophetic writings.
Later that day, they began studying the second unit. This unit is devoted to the Second Temple period that mostly corresponds to the Greco-Roman period in world history. The students learned about the challenges that the destruction of the First Temple and exile to Babylonia posed for the Jewish people. They learned why these dramatic events did not lead to the destruction of the Jewish people. They learned how Judaism developed and changed in Babylonia and about the handful of people who returned to Israel when the Persian king Cyrus allowed it in 538 BCE. This was a period of both continuity as well as change.
On Wednesday and Thursday, the group studied about the Hellenist period. The focus of their studies was on the community that developed in Israel first under Persian rule and later under the Hellenist kingdoms (Ptolemaic and Seleucid). The autonomous community in Israel under Persian rule faced many challenges but slowly emerged as the leader of the Jewish people. This community was eventually challenged by the Hellenist culture brought to the Middle East by Alexander the Great. This challenge brought about open conflict between the cultures and the foreign rulers; a conflict that led to the Hasmonean (Maccabbee) Revolt. To get into the spirit of the time, the students wore togas for the lesson.
The immediate result of the revolt was the cleansing and rededication of the Temple in Jerusalem. This event has been celebrated by Jews ever since in the festival of Chanukah.
Because of the revolt, the Hasmonean family (known as the „Maccabbees‰) established an independent kingdom. The kingdom was short-lived, lasting only 80 years (142-63 B.C.E.) and was conquered by the Roman Empire. Roman rule eventually led to conflict and revolt. During this period one of the kings in Judea was Herod the Great who built many monumental structures that are still visited ˆ the Kotel and Massada to mention two of the important ones. All the above is the background material for the overnight tiyul that will take place next Sunday and Monday
On Thursday afternoon several students represented the entire class and indeed the entire AHA community in a very special ceremony in Jerusalem. One of the students, Benjamin Fraifeld wrote about it to the AHA campus. It is a beautifully written piece and as I‚m not certain whether you all saw it I am including it in this update
Today the students took their first unit test in the core class. After lunch the group will travel to Jerusalem where they will celebrate Yom Kippur
With wish for a Gemar Hatima Tova,
Chaim
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September 3-8, 2010
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9/8/2010
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On Friday, September 3 after the orientation sessions, the students had some free time in town and prepared for Shabbat, the first Shabbat of the program. Towards the evening all the students and staff gathered for Kabbalat Shabbat a pre-Shabbat program consisting of songs and stories, followed by T‚filah. After services, the students went to the dining room for a festive Shabbat dinner. Later in the evening, the group gathered in the dorm for an Oneg Shabbat program organized by the madrichim.
On Shabbat morning, some of the students were given the option of going to synagogues in Hod Hasharon. Before Shabbat lunch, everyone met for a study session. After lunch, the students had a chance to rest. Later in the afternoon, the madrichim conducted activities in the local park. Shabbat concluded with a Havdalah program and service on campus. It was restful Shabbat and gave the group a chance to bond with each other and the staff
On Sunday through Tuesday, the students studied the Biblical period. The focus was on the historic narrative as it emerges in the Tanach. Using Biblical text and ancient Mesopotamian texts the students also analyzed the „historicity‰ of the Tanach and compared the values of the emerging monotheistic culture to the surrounding cultures of the ancient Fertile Crescent.
On Monday afternoon, the students were able to experience their first field trip. The tiyul was to Tel Gezer. This tiyul is a hands on experience at an archaeological site. The focus of the tiyul is to learn how an archaeologist researches and the importance of archaeology for the understanding of history. The students walked around and through the remains of a Canaanite City that dates back to the period of the Patriarchs (Middle Bronze Age) and even earlier. It is also the site where the oldest Hebrew document, The Gezer Calendar was discovered.
At Gezer, the students also discussed the differences between the pagan civilization whose remains are visible and the monotheistic culture developed by the Israelites.
At night, the AHA students, along with the students from the Gann Academy and the Barrack Hebrew Academy studying on our campus at present, had a special Rosh Hashanah Fair. The madrichim organized special fun filled activities, which enabled the students to interact with each other. Among the special activities, the students were able to make greeting cards for each other and their hosts as well as other gifts
Today, the group has General Studies lessons. After class, the students will depart for home hospitality for the Rosh Hashanah holiday. The madrichim have been very diligent in contacting the host families and arranging the various transportation needs of the students
I would like to take this opportunity to wish you and your families a very happy new year. May this be a year of good health, happiness, peace and prosperity.
Ketiva VeHatima Tova
Shanah Tova
Chaim Fischgrund
Headmaster
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Welcome to AMHSI
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9/3/2010
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This is the first update that we will send on a weekly basis. We hope these updates will assist you in following the progress of your sons and daughters throughout the session.
The students arrived safely yesterday. The madrichim and I met them at Ben Gurion airport and drove to the campus where we had a ceremony to welcome the students. We were happy to welcome Gideon Meiry back to our campus as well. Welcoming the students in a ceremony is an opportunity to show our students how special they are for choosing to study at the Alexander Muss High School in Israel. This has been a tradition of the school for many years.
Arriving at the school is the first of many special moments that together create the tapestry of the AMHSI experience. That was the main theme of our remarks to the students. The rest of the day was spent settling into their rooms and meeting their madrichim (counselors) and had a tour of campus.
Today is Orientation Day. During the day the students will hear explanations about the school by the Dean of Students, Dean of General Studies, and the doctor and school nurse. An important element of the orientation sessions is a review of our security regulations to ensure the students’ safety throughout the session. We spent considerable time going over security regulations and the rules and regulations of the school. The day will include an introductory lesson in the core class and a dorm meeting with the madrichim.
The AMHSI Israel program unfolds the living drama of Jewish history using the land of Israel as its classroom. The aim of studying history is not merely to examine the facts of the past but to weave them into an historic narrative, one that may teach students about themselves and their place in Jewish history today. This study enables our students to confront the issues and role models that shaped Jewish history and Jewish life and allows them to draw conclusions relevant to their own lives. The historical narrative method has proven immeasurably more effective than the conventional arrangement of experiences in a thematic, modular format or traveling around the country based on the geography. The tiyulim (field trips) enable us to unfold this drama and provide the students with not only a journey throughout the land of Israel but also a journey through Jewish history and culture.
After lunch, the madrichim will take the group on a tour of Hod Hasharon. They will return to prepare for their first Shabbat together here on campus in Israel.
Shabbat Shalom
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