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Final Update - November 24, 2010
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11/24/2010
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Dear parents,
This is the last update that I will be sending this session. I am writing this update the day after your children arrived home. They no doubt began sharing their experiences with you In the updates that we sent, we tried to convey to you all that the students learned and experienced in Israel. We are certain that your children told you throughout the semester how the program affected them. Speaking to the staff, I was delighted to hear such positive feedback from everyone. Everyone is delighted with the students’ academic performance and more importantly with all they achieved as a group.
The group spent a wonderful Shabbat on campus. The core teachers and their families spent Shabbat with the students. It was the beginning of a number of closure activities. These activities enabled the students to reflect on all they learned and experienced. The group met together to light candles and have an introduction to Shabbat program and then divided into two Tefilah options; one with Mechitzah and the other egalitarian. After a festive Shabbat dinner, the madrichim conducted an Oneg Shabbat program which was basically improvisation games.
On Shabbat morning, some students opted to go to Shacharit service in a synagogue in Hod Hasharon. The rest of the group met with one of the teachers for a series of reflective discussions. They reflected on all the Shabbatot they spent together in Israel. They also studied Agnon's Ma'aseh Ha'ez (the Story of the Goat) and Amichai's poem The Touriusts – I won't summarize the content as I encourage you all to read these classic modern Hebrew texts. The discussion related to being in the land and out the land of Israel
After lunch, the students rested and relaxed as well as began preparing for the final exam. They met again for Seudah Shlishit and concluded Shabbat with a musical Havdalah service. After Havdalah, of course, the students continued studying for their final exam in earnest.
On Sunday, the students took their final exam in the Core Class. After their exam, they began packing, cleaning, and preparing for their “final banquet”. The staff joined the students for supper. Rabbi Baker, Yardena and I spoke to the students. During their final evening together, the group shared their feelings from the trip here in Israel. Their final activity of the night was to write letters to one another that the madrichim then gave them at Ben Gurion Airport before their flight
Their final day in Israel was “Symbolic Day.” 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 and bring closure to the session.
After completing cleaning the dorm and packing the bus, the students departed for Jerusalem. The first activity of the day was to plant trees in the AMHSI JNF/KKL forest not far from the airport. This symbolic act helps solidify the students’ connection to the land and all that they experienced here. It is an opportunity to give back something to the land. During the ceremony that preceded the tree planting, the students declared in whose honor or memory each was planting the tree
From there they went to the Herzl Museum. The museum is located atop of Har Herzl (Mount Herzl). The museum details the life of Theodor Herzl, and describes the many contributions he made to the Zionist cause. A multi media presentation creatively portrays the motivations and visions of the Zionist leader. While the film and the museum depict the greatness of the Israeli cause, they do not pretend that Israel is the perfect state. The film also notes the work that needs to be done to fulfill the original goals of Zionism. The presentation concludes with a beautiful movie showing all that Israel has achieved in agriculture, science, culture and industry. It is a wonderful way to review much of what the students studied during the semester.
Har Herzl is Israel’s National Cemetery and is the burial site of many great Israeli leaders including Herzl, Jabotinsky, Yitzhak Rabin and Golda Meir Teddy Kollek and others.
Har Herzl is also one of Israel’s military cemeteries. Visiting Har Herzl was an opportunity to pay homage to Israel’s leaders and heroes. Among the graves that the students visited, were those of Hannah Senesh, some of the fighters of the War of Independence, Yoni Netanyahu and others. This was an important element in putting closure to the program.
The students had some free time for dinner and some shopping 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, Metulla and the Golan on the northern border to Eilat in the south. The students participated in many enriching activities that were described in the updates that we sent throughout the semester – a mifgash with peers in Haifa, seminars and Shabbatonim and much more. 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.
Please visit us when you are next in Israel.
I would like to wish you all a very happy Thanksgiving Day. We truly feel that we have much for which to be thankful. I would also like to get an early jump on wishing you a Happy Chanukah
With Best Regards,
Chag Urim Same'ach
Chaim Fischgrund
Headmaster
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November 14 - 19, 2010
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11/19/2010
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Studies this week were devoted to issues and challenges facing the State of Israel. The main focus was on the Arab – Israel conflict as well as the relations between Jews and minority groups within Israel. In the Rabbinics class we continued rotating the three topics that the students have been studying: Women in Judaism, Shabbat and Halcahot of Eretz Yisrael
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
Tuesday’s tiyul was devoted to understanding some of the environmental issues facing Israel as well as highlighting how Israel is in the forefront of dealing with some of them. The students drove to the Lachish Regional Council. Many experimental concepts in settlements were developed in this area in the past and present. They met with Ari Odess, Alan’s son, who is a member of a community that was originally in the Gush Katif area in Gaza and are rebuilding their community in this area. Among other issues, the students heard about how the new settlements are meeting the environments needs as well as bureaucratic challenges they faced.
The next stop was the Yarkon River. This river starts a bit south east of our school and meanders through Ramat Gan and Tel Aviv until it spills into the Mediterranean Sea. Until recently the river was polluted by industry and waste water. Furthermore, most of the water coming from the springs that are the source of the Yarkon was pumped and used for other purposes. The students heard about the problems that are caused by the pollution in the Yarkon. Israel has slowly been recognizing "the right of nature to its water." For the Yarkon (and other rivers) it has meant not pumping as much water from the rivers, as well as treating waste water better so it will not pollute the rivers, as well as enforcing restrictions on industry. The students took a stroll along the banks of a portion of the Yarkon. They were able to see two streams, one polluted and the other well on the way to recover flowing into one another. In a nutshell they were able to see the problem and possible solutions
The place they visited was Better Place. This is a venture-backed company 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. Some of 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.
In the evening the students saw "Unsettled", a documentary that deals with the Disengagement from Gaza in 2005. The film describes the background to the decision to unilaterally withdraw from Gaza as well as the controversy it generated within Israel. The documentary follows one of the families who left their home as well as the soldiers who were involved in the disengagement
On Wednesday 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 overlooked 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
Today after class, the students will depart for home hospitality, the last open Shabbat of the program
Shabbat Shalom,
Chaim Fischgrund
Headmaster
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November 5 - 12, 2010
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11/12/2010
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The students spent a restful, enjoyable, Shabbat in Kibbutz Yahel. Yahel, located in the Arava about 30 miles north of Eilat. It is the first kibbutz founded by the Reform movement. The name of the kibbutz is symbolic and means "(he) will put up a tent". It comes from the Book of Isaiah (Isaiah 13:20).
The students had two options for Kabbalat Shabbat. Some chose to go to the Kibbutz Synagogue for Friday night service. Most of the group had an alternative Tefilah with much singing. This was followed, of course, by dinner in the kibbutz dining room. The madrichim led an Oneg Shabbat program, which featured discussions and other bonding activities among the students. At the conclusion of the program, the students had a chance to star gaze as it was a clear night.
On Shabbat morning, the students continued the activities of the previous night. After lunch they had a program about Kibbutz life and had a chance to catch up on their rest time
After Havdalah the students returned to campus
In the Core Class this week, the students learned the historic narrative in the period 1948 -0 1973, from the War of Independence to the Yom Kippur War. They focused on immigrant absorption, security issues and other challenges facing the young state.
On Sunday evening the madrichim arranged a Sushi evening for the students. On Monday evening, the Gann and AHA students had a BBQ dinner. This was followed by a wonderful musical program presented by "Piyutim", an ensemble that performs traditional texts in various musical styles. While performing these songs, the ensemble also explained the backlground of the music that developed in different Galuyot.
Tuesdays tiyul was devoted to understanding some of the environmental issues facing Israel as well as highlighting how Israel is in the forefront of dealing with them. The first stop was the Yarkon River. This river starts a bit southeast of our school and meanders through Ramat Gan and Tel Aviv until it spills into the Mediterranean Sea. Until recently, the river was polluted by industry and waste water. Furthermore, most of the water coming from the springs that are the source of the Yarkon was pumped and used for other purposes. Israel has slowly been recognizing "the right of nature to its water." For the Yarkon (and other rivers) it has meant not pumping as much water from the rivers, as well as treating waste water better so it will not pollute the rivers, as well as enforcing restrictions on industry. The students took a stroll along the banks of a portion of the Yarkon. The students met the Chief Ecologist and heard about the clean up operations. In addition, the students also helped in cleaning the area. As it happens, Tuesday was International Cleanup Day. For the tenth year in succession, KKL-JNF lead International Cleanup Day in Israel. Thousands of youngsters, soldiers, students and organizations joined the general public in activities that took place in woodlands and open spaces throughout the country.
From the Yarkon the students drove to the Shafdan Sewage Purification Plant near Rishon LeZion. Experts are constantly searching for solutions to increase Israels water supply. One of these solutions is wastewater treatment and effluent reuse for agriculture. 75% of the water reclaimed in this treatment plant is used for agriculture in the Negev. Israel has six such treatment plants. By the time the sewage is reprocessed, the water quality is such that its actually drinkable. Nevertheless, it is used for agriculture. The treated wastewater supplied by Shafdan for agricultural use complies with strict health standards and contributes to preserving the environment by reducing ecological damage caused by untreated wastewater.
In addition, the sludge is converted into fertilizer. This ensures many benefits: reduction in use of chemical fertilizers, increased crops yields, improved soil fertility and financial savings for farmers and central region residents.
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Later in the day the students drove to Shekef, a settlement in the Lachish region. They met one of the organizers of a new settlement intended for members of the community that was in Gush Katif in the Gaza Strip before disengagement. The studentgs heard about the challenges facing them as they are develoiping a new community
On Wednesday the group went to Givat Haviva. Givat Haviva is an education, research and documentation center, founded in 1949 by Hakibbutz Haartzi 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. The students heard an explanation about Islamic culture with a special emphasis on the culture of Israeli Arabs. They heard about the effect of the Arab Israeli conflict on the lives of the Arabs who are Israeli citizens. In this context they also learned how Hebrew has effected the Arabic spoken in Israel and the cultural impact this has had.
Later the discussions focused on Arab Jewish relations and issues of discrimination. In additionto 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 learned about an Arab village (Bartaa) 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. The students stopped at an overlook from where they could see this village as they toured the area. This tour and the few places where they stopped illustrated the complexities of the issue.
From Givat Haviva the group drove to the Carmel Mountains region. They stopped in Daliat el Carmel, a Druze Village where they had a chance to shop in the local shuk
The day ended in Ussefiya, a Druze village. A local resident, hosted the students. He grew up in Lebanon, was a soldier in the South Lebanon Army, and came to Israel in May 2,000 when the IDF left Lebanon. The students 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. One of their principles is loyalty to whatever state they live in and as such the Druze are loyal to the State of Israel and serve in Israels 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.
Today after class, many of the students will depart for home hospitality, the last open Shabbat of the semester program. Other students chose to remain on campus
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 were in Tzfat on Shabbat October 29 - 30. It was a wonderful Shabbat, very lively and full of uplifting Ru'ach. Kabbalat Shabbat was celebrated together with the Barrack students. Everyone met in the lobby for singing and story telling. After lighting candles, the boys went to the Beirav synagogue, a “Carlebach style” Minyan. The T’filah in this synagogue is particularly spirited. The girls conducted a women's service with the staff and one of the artists in Tzfat. Heer website describes the following: "Light, color, joy, and depth define the work of Tzfat artist, Sheva Chaya Shaiman. Sheva Chaya grew up in Denver, Colorado where wide open skies and the majestic Rocky Mountains inspired her to begin her career as an artist. She studied at Princeton University, majoring in visual art and art history, with a concentration in painting. After graduating from Princeton in 1997, Sheva Chaya immigrated to Israel. There, the land, the people, and a rich tradition of spiritual teachings brought a new, deeper dimension to her work. Sheva Chaya now loves living in the Old City of Tzfat, Israel, with her husband and three children." The students returned to the hotel for Shabbat dinner. The students really got into the singing with much Ru'ach.
During the Oneg Shabbat program that followed the Birkat Hamazon, Akiva, one of their core teachers, shared with them his personal spiritual journey. Later in the evening most of the students opted to go on a walk through the Old City of Tzfat soaking in the special atmosphere. Many of the boys also went into the Ari Mikveh
On Shabbat there was a late wake-up. Some, however, went to Synagogues for Shacharit. Later in the morning, the group walked to the top of the mountain to the ruins of the old citadel. This fortress dates back to Roman times, and was used by various other rulers throughout the centuries, including the Crusaders. From this high point, there is a great view of the city. After some activities, which included singing in a cave in the park, the students returned to the hotel for lunch. While they were in the citadel the students met a group of soldiers who were in Tzfat for an educational activity.
In the afternoon, after time to rest, the students returned to the park for some activities with the madrichim. Returning to the hotel for Seudah Shlishit, which also included lots of singing. Shabbat ended with a wonderful Havdalah service. After Havdalah the group went to Sheva Chaya Shaiman's studio where she demonstrated the art of glass blowing to the students
The students were in the southern region of the country – Negev, Arava and Eilat – this week.
On Sunday morning, the students learned about the importance of the Negev before departing 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 staff of the base. 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 one of the important highlights of the experience.
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 “Moreshet Krav” - 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 also discussed the concept of "Tohar Haneshek" – the purity of the weapon. This may sound like an oxymoron – how can a weapon be pure? The concept is intended to sensitize Israeli soldiers about the rules of engagement and when they are permitted to fire the weapon. This is a very important concept that is much more than just the “rules of engagement”. It also means knowing when not to fire.
There were many highlights during the week. A particularly enjoyable activity for the students was Yom Sada’ut – field maneuvers day on Monday. The students learned how to camouflage and crawl as well as other military “skills”.
Another major highlight was at the rifle range. 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”.
The students also performed many tasks and duties that included kitchen duty, cleaning the bathrooms and showers and cleaning their tents.
On Wednesday morning, the students had a closing ceremony. At this time the commanders “broke discipline” – went out of character, and had a free conversation with the students. The students had a chance to ask questions and learn more about the commanders.
After the ceremony, the students met their core curriculum teachers and drove to Kibbutz Revivim, which was established in 1943. Here the students learned about the importance of the Jewish settlements in the Negev in the pre-State days and during the War of Independence. When the UN Special Commission on Palestine visited the region in 1947 this settlement was instrumental in persuading the committee that the Negev should be part of the future Jewish State.
We had planned to return to Sde Boker to visit the home and gravesiteof David Ben Gurion, Israel’s first Prime Minister who settled on kibbutz Sde Boker after retiring from politics in 1963. Unfortunately, the place closed in preparation for a ceremony. Instead, the students drove directly to the Han Hashayarot, (Caravan Inn) Camel Ranch. The students had a “Hafla”, a Bedouin style meal and learned about the Bedouin life-style before getting a good night’s sleep.
On Thursday morning, the students rode camels and had a great time. From the camel ranch they began driving south toward Eilat. They stopped at Holot Kasui, a beautiful sand dune where the students had a lot of fun rolling and playing in the sand. In Eilat, they had free time to go to the beach enjoying many of the facilities this city has to offer. They met for dinner after which they had some more free time in town before settling in at Kibbutz Yahel
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. On the mountain they discussed their feelings about the Negev and the importance of this region to the country. The Negev is both a specific challenge as well as a metaphor for all aspects of modern pioneering and the challenges facing Israel. The hike ended at Coral beach, where they 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 Yahel 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.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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October 24 - 29, 2010
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10/29/2010
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After studying about the Holocaust last week, the students focused on the struggle to establish the State of Israel. They thus completed a very dramatic chapter in our history - Meshoah letkuma from destruction to rebirth.
Sundays tiyul was devoted to learning about Israels struggle for independence during the 1930s and 1940s. 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 Israels 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. The students broke out in spontaneous dance at the conclusion of the activity
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 viewed slides about some of the immigrants detained in the camp and heard about their dramatic and moving lifes story
The last site visited on the tiyul was in the Acco prison. Here many of Israels underground fighters were imprisoned including some that eventually became Israels 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 Israels 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 the way home the group stopped for dinner on the streets in Ra'anana
On Monday 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 UN decision to partition Palestine and Israels War of Independence. The United Nations Special Committee on Palestine recommended Palestine should be partitioned into two states, Jewish and Arab at the conclusion of the British Mandate. This recommendation was accepted by the General Assembly on November 29, 1947.
The tiyul on Tuesday focused on Israels War of Independence in 1947 1948. The day began at the Kastel, a hilltop fortress overlooking Jerusalem. The war, of course, was waged all over the country and we could have chosen many battle sites to illustrate the difficulties of defending the young state. We chose to do this in battle sites that related to ensuring that Jerusalem would remain an integral part of the Jewish State. Defending Jerusalem was not an easy task as the city was surrounded and the Arabs placed a difficult siege around the city.
At the Kastel Tzahal had an important victory that led to the lifting of the siege. This victory helped ensure that Jerusalem would be under Israeli control. The Kastel is one of the important battle sites in the war. It is also a place where many values of Tzahal were established, especially the concept of Acharai, follow me officers charging the battle and protecting the noncoms. It is for this reason that many army units visit this place during their military training
The group next drove to Latrun. In this area, Joshua fought one of his important battles in Biblical period and the Maccabbees had one of their important victories. In the modern period the British built one of their Tegart fortresses in this strategic location. Latrun was the site of one of Tzahals painful defeats in the war. With Tzahals inability to capture the fortress the siege to Jerusalem was not entirely lifted and alternate routs were needed.
Despite the defeat, some important things happened in the battle. It is one of the places where Mickey Marcus, a Jewish American Colonel distinguished himself becoming Israels first Aluf (general). Unfortunately, Aluf Marcus was killed in a tragic mistake by friendly fire not far from there.
At Latrun Israels Armored Corps was born. It is for this reason that Latrun today is a museum and memorial site to the Armored Corps. In addition, the amphitheater is the location for the graduation ceremonies of many courses in the army (basic training, swearing ceremony for some units, officer training course etc. When the students were there this week they witnessed one such ceremony.
The group stopped at Adis house in Reut where they had a picnic lunch on her lawn.
The tiyul ended at the Palmach Museum. Israel has many museums and monuments dedicated to the creation of the state and those who fought for it. The Palmach Museum is unique. The Palmach was the strike force of the Haganah, the pre-state underground defense organization that was eventually incorporated into the IDF (TZAHAL) after 1948. The values, which the Palmach promoted - mutual responsibility, assistance, sacrifice and contribution to the greater good - are key values of the IDF.
Bet Hapalmach is not a museum that enables the visitors to wander around on their own. It is a tour that takes groups of visitors from chamber to chamber. The tour begins with a memorial to the fallen. The next room is a scale version of Tel Aviv's Herzl Street in 1941. Here, the multi-media experience begins, with a newsreel of the war in Europe projected onto the street scene. This sets the stage for the formation of the Palmach, which was created to deal with two threats: the advance of the Germany army towards Egypt and attacks by hostile Arabs on the Jewish community.
Moving into the next chamber, the group is in a eucalyptus grove at night. Here, a movie is projected onto an entire wall, introducing the visitor to a fictional unit of seven new Palmach recruits meeting with their commander for training orientation. The story of these characters carries the visitors throughout the rest of the program, which lasts over one hour.
Over time, the unit gains training and experience, and personalities emerge. Some are assigned to blow up bridges, others to lead supply convoys to Jerusalem or to bring in immigrant ships. The visitor watches as they expectantly listen to the UN vote on the fate of the country, as they battle through the War of Independence and as they express their grief at the gravesides of those who did not make it. The realistic sets, sounds, lighting, special effects and even moving rooms make the visitor feel part of this extraordinary experience.
After dinner, the students had a panel discussion to learn about pluralism in Israel. The speakers were Michael Boyden, Dov Vogel and Yaacov Freilich. Rabbi Boyden is a Reform Rabbi who started congregations in Ra'anana and Hod Hasharon. His congregation, Kehilat Yonatan uses the AMHSI Synagogue for its services because the local government has not allocated his congregation land for building a synagogue, something that Ra'anana did. Rabbi Boyden headed the Reform Conversion Bet Din in Israel
Rabbi Vogel is a Conservative Rabbi and very active in Kehilat Hod Vehadr in Kefar Saba, one of the first fully egalitarian congregation in Israel. Rabbi Vogel served on the faculty of AMHSI and then went to be a Conservative rabbi in Stockholm Sweden. He conducts many weddings in Israel.
Rabbi Freulich, an Orthodox Rabbi, is a teacher in conversion courses. The only conversions done in Israel that are recognized by the authorities are Orthodox conversions
The three speakers in their opening remarks as well as during the questions and answers that followed, discussed the relations to the official establishment Religious Councils. The question of conversion played a prominent role in the session
During the rest of the week the students studied about the history of the State of Israel
Today's studies were devoted to the general studies courses. After lunch the group will travel to Tzfat. They will spend Shabbat in Tzfat with the students of the Barrack Academy
Shabbat Shalom,
Chaim Fischgrund
Headmaster
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October 15-22, 2010
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10/22/2010
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The hospitality last week in Haifa got wonderful reviews both by the Gann students and the Haifa partners. The students enjoyed the time they spent with their Irony peers. The week ended with an enjoyable Shabbat. There was a joint Kabbalat Shabbat and then students spent Shabbat with their individual family hosts. The group met on Motzei Shabbat for Havdalah before returning to campus. 11 of the students plan to return to Haifa and their hosts this Shabbat. In a couple of weeks Irony Hey students will come to campus for two days of joint tiyulim with the Gann students.
The studies this week in the core class were devoted to the first half of the 20th century.
The theme for Sunday’s tiyul related to the pioneers who established the early settlements in Israel. The first stop was in Kibbutz Kfar Giladi in the Upper Galil area 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. His description of the dreary land that he saw could be found in his Innocents Abroad. The contrast is very dramatic.
On the kibbutz, the students visited the Bet Hashomer, the museum dedicated to the Guardsmen organization that protected the early pioneers. Here they learned about an important aspect of the life of the pioneers; the need to defend themselves. Nearby is Tel Hai where the first battle against the Arabs took place in 1920. The personality of Joseph Trumpeldor was the trigger for a discussion of the dedication of the pioneers and the sacrifices they were prepared to make to build the land.
After lunch, the students walked in the Dan River nature reserve in the Hula Valley. The Dan River is one of the major tributaries that lead to the Jordan River. The walk through the lovely reserve was an enjoyable break in the day. Secondly, the students were able to understand the importance of water to this country, which is dry for much of the year.
The students drove south along the Hula Valley to the cemetery on the shores of the Kineret near the Kineret training farm. In this training farm, the idealistic but inexperienced pioneers learned how to farm this difficult land. In the training farm the pioneers conducted many social experiments that eventually led to the kibbutz. Many of the famous pioneers and future leaders of Israel passed through this training farm now being reconstructed. With this visit our students were better able to appreciate the ideals and lifestyle of the Chalutzim. Two of the most important personalities that the students learned about were A.D. Gordon, “father of Labor Zionism” and Rachel Blaustein, the poet who captured the ideals and spirit of the pioneers. Many of her poems have become popular songs in Israel. Naomi Shemer who wrote the words and music of so many of Israel’s popular songs (including Yerushalayim shel Zahav, Jerusalem of Gold) is also buried in this cemetery.
The students concluded the day with an important discussion about heroism and personal commitment. They shared their feelings with each other.
After stopping for dinner on the streets, the students returned to the Campus.
On Monday, the students studied about the transition of power in Israel from the Ottoman Empire to British rule.
On Tuesday morning, the students took their second unit test in the core class.
On Wednesday, 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. All this was done in class and by viewing films.
One of the most moving experiences of the day was the meeting 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.
The theme of the tiyul on Thursday was resistance during the Holocaust. To better understand and relate to this important theme, the students went to Kibbutz Lochamei Hageta’ot – the Ghetto Fighters Kibbutz. The museum on the kibbutz is devoted to displaying Jewish resistance during the Holocaust in all its forms – armed, spiritual and moral resistance. The students viewed many exhibits about the various forms of resistance, viewed films, and discussed all that they saw. They saw a model of the Treblinka Death Camp, and the bullet proof glass booth made to enclose Eichmann during his trial.
After lunch, the students drove to the Carmel Mountain range south of Haifa. The short hike in this beautiful region gave the students some relief from the tense studies about this tragic period. In addition, it enabled the students to focus on the situation in Israel during the Holocaust. The Jewish underground groups were preparing for a possible German invasion. They planned a “last stance” resistance if necessary in this area of the Carmel, perhaps aptly known as the “Massada on the Carmel” plan. In addition, many Jews in Israel volunteered to join the British army. One such volunteer was Hannah Senesh who parachuted behind enemy lines but was caught, tortured and executed in Budapest shortly before the war ended. Her poems, some of which became popular songs, have been inspirational to generations in Israel and throughout the Jewish world. Hannah was a member of the nearby Kibbutz Sdot Yam. Perhaps her most famous poem is “Eli Eli” (actually named walking to Caesarea). The members of the kibbutz established a Culture Center in memory of Hannah called “Beit Hannah”.
The students returned to campus for dinner and later watched the movie Defiance.
Today the students went to Yad Vashem, the national monument and Holocaust museum. This tiyul will enable the students to reflect on the meaning of this terrible and tragic period and to draw personal conclusions. Many memorials and exhibits at Yad Vashem relate to specific themes of the Holocaust.
Students are now on their way back to campus and then to home hospitality.
Shabbat Shalom
David
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October 10 - 15, 2010
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10/15/2010
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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. In this context, the students discussed the Jewish religious responses to the Enlightenment and the emergence of Reform and Conservative (known as Historic in Europe) 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. All of this was the background to the rise of Zionism. Much of this material was in preparation for the study of Zionism that was the theme of the seminar conducted by the students and the tiyul this week.
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 tiyul that took place on Tuesday as well as this coming Sunday's tiyul, 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 on a beach in Tel Aviv overlooking Jaffa. Jaffa was the port through which all the early visitors, pilgrims and Olim came to Israel. It was a gorgeous day and the beach was a fitting place to begin their Tel Aviv adventure.
After a lesson on the history of the city, the students walked through Neve Tzedek, one of the first neighborhoods built outside of ancient Jaffa and eventually became one of the core neighborhoods of the modern city established later.
Leaving Neve Tzedek, the group walked to Ahuzat Bayit (“Home Owners Association” – not a great a name for a city), the neighborhood from which Tel Aviv grew. Eventually the neighborhoods of the new city were 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.
One of the sites that were visited in Ahuzat Bayit 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 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.
Continuing on their walk in Tel Aviv, the students visited Bet Reuven Rubin. The Rubin Museum in Tel Aviv is an artist house- boutique museum, formerly the home of the famous painter Reuven Rubin, where he resided with his family and worked from 1946 until his death in 1974. In addition to a permanent display and guest exhibitions, the museum comprises Rubin’s own studio, preserved as it was in his lifetime, a biographical display of photos, documents and sketches unfolding Rubin’s life-story, intertwined as it was with the local artistic and cultural scene.
Although born in Rumania and trained in art in Paris and Rumania, Reuven Rubin in many ways is a distinctly and distinctively Israeli artist. He studied briefly at the Bezalel School of Art in Jerusalem, and he exhibited in the first art exhibitions in Jerusalem in 1922. His exhibit of 1924 was the first one-man show in the Jerusalem exhibits, and his one-man show in 1932 launched the Tel Aviv Art Museum. He designed scenery for Habimah, Israel’s National Theater, and Rubin was one of the first Israeli artists to achieve international recognition.
Most important, though, was Rubin’s attempt to create an indigenous style of art. Influenced heavily by the work of Henri Rousseau, he sought to fuse this style with Eastern nuances. Hence his custom of signing his first name in Hebrew and his surname in Roman letters. Among Rubin’s most memorable works are his paintings of the Yishuv, particularly his landscapes and his paintings of the Israeli worker. Biblical themes also occur frequently in his work. His work was extremely popular both at home and abroad, and if his later work was less complex and profound than his earlier productions, it did not lessen his popularity.
Rubin served as Israel’s first ambassador to Rumania, from 1948-1950. He received the Israel Prize in 1973 for his artistic achievement
The group stopped at Rabin Square. It was an opportunity to pay respects to the slain leader who was cruelly assassinated there nearly 13 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.
After the PSAT on Wednesday, the students went to Haifa for a few days with their peers form Irony Hey High School. We have been receiving positive reports from Haifa. So far they have had a tour of Haifa, including the Bahai Gardens, spent some time on the beach, spent quality time with their hosts, been to Irony Hey School and taken on the grand tour, and had some quality discussions. Yesterday afternoon they went to Kibbutz Yagur in the Carmel Mountains and learned about how the kibbutz members actively took part in the building of the State. They had a kumsitz last night. They are now preparing for their Shabbat in Haifa. The students will be returning to campus after Shabbat.
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
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October 3 - 7, 2010
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10/7/2010
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The group spent last Shabbat on campus. It was an opportunity to rest, relax, refresh their souls, and enjoy one another's company. After Havdalah the group was invited to spend a few hours at the home of a former Gann student, Tal Shoham, who moved back to Israel this summer.
On Sunday the students began studying the Middle Ages period and about the Jewish communities which emerged in the Diaspora. In particular, they learned about the Babylonia Jewish community. In this context, they also discussed the rise of Islam and the influence it had on world history in general and Jewish life in particular. They then moved on to study about the two great centers of Jewish life in Spain—Spharad and Franco Germany—Ashkenaz.
The tiyul on Monday this week was to Belvoir and Tzfat. In Belvoir the students learned about the Crusader period. The Crusader wars lasting approximately 200 years (from the end of the 11th century until the end of the 13th century) were part of a greater clash between the Christian and Moslem worlds. Belvoir (Kochav Hayarden in Hebrew) was a Crusader fortress built in the 12th century overlooking the Jordan Valley and thus protecting the Crusader Kingdom against invaders from the east. Here the students learned why the Crusaders came to Israel, what they did here and how their kingdom collapsed so quickly. Some 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.
Some of the answers were found in Tzfat - the community of Mystics who developed the Kabbalah. In Tzfat we 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. The students also met with Avraham Lowenthal , a Tzfat artist, whose art is inspired by concepts of Kabbalah.
In between Belvoir and Tzfat the group stopped at the Blue Beach on the Kineret for lunch and a swim
After stopping in Afulah for dinner on the street, the students returned to campus.
On Tuesday, the students learned about Polish Jewry and the rise of Hassidism. They also began studying the transition to the modern period in Europe and its impact on the Jewish People in Europe and Israel.
On Wednesday and Thursday the students studied about the transition to the modern period in Europe and its impact on the Jewish People in Europe and Israel. The lessons focused on the Enlightenment and the struggle for Jewish Emancipation.
Tomorrow the students have their General Studies classes. After lunch, they will depart for home hospitality.
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 .
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 September 26, 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 caves and underground tunnels that were dug in preparation of the Bar Kochba revolt. 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. The 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. While in the theater, the students playfully re-enacted the gladiator games in the form of “chicken flights”.
In the afternoon, the students crawled in the Tel Goded just for fun. In the caves, the students had a lively singing session which they thoroughly enjoyed.
The results of the revolt were devastating for the Jews of Israel and for Judaism. The Roman decrees in essence “outlawed” Judaism. Jews found many ways to meet this challenge.
This was the theme of the tiyul on Monday. The group traveled to the Galil to follow the center of Jewish life moved to this region after the Bar Kochba Revolt. This was a period when Rabbinic Judaism completed its adaptation of Jewish life to the new reality that resulted with the destruction of the Temple. The Sanhedrin moved to Bet Shearim and Tzipori (among other places). The tiyul brought us to these places.
The day began with studying texts in the Synagogue and Bet Midrash of Bet Shearim, which was likely the synagogue where the members of the Sanhedrin prayed and studied. In Bet Shearim, the students discussed the importance of the Oral Law in the very place where the Synagogue of Yehuda Hanasi, who complied the Mishna, stood. They also conducted a mock Bet Din Gadol on the subject of Pidyon Shevu’im – redeeming prisoners. This is, unfortunately, still a timely topic in Israel as Gilad Shalit is now in his fourth year of captivity
Bet Shearim was an inconspicuous village until Yehuda Hanasi established his Sanhedrin there. As the rabbi's adherents flocked to his religious school, the village's size increased. It became famous throughout the Diaspora. Yehudah Hanasi himself spent the last seventeen years of his life not in Bet Shearim but in nearby Tzipori, for health reasons, but he was brought back for burial in Bet Shearim.
Rabbi Judah HaNasi's burial inspired Jews to be interred like him in Bet Shearim. An alternative to the Mount of Olives in Jerusalem was sought, since in 135 CE the Roman emperor Hadrian had decreed that Jerusalem was off-bounds for Jews. After Rabbi Judah's death, Bet Shearim became the main site for Jewish burial in Israel and the Diaspora, for a period of a hundred years. The graves were hewn out in the rock, and so the city attracted workmen for quarrying, and for stonecutting and sculpting of the entrance doors to the caves, and the sarcophagi or coffins in which the bones of the dead were laid. The students explored this necropolis and analyzed the inscriptions and artistic decorations seen on many sarcophagi (there are 31 catacombs in Bet Shearinm). Many of the items were “Hellenistic”. This inspired discussions in class.
The group followed Yehuda Hanasi to Tzipori where many Jews found shelter during the second century. The city assumed enormous importance as a center of Jewish learning. This prosperous town had collaborated with the Romans during the Great Revolt (66 – 70 CE), and because of its undisturbed tranquility had a thriving Jewish community from the first Century onwards. This is probably why Rabbi Yehuda Hanasi and a host of rabbis, students and Jewish academies settled there in the second Century. During this time, the city rapidly expanded and might have numbered about 12,000 people.
The Romans never destroyed Tzipori and therefore it gives one of the best impressions of Roman and Jewish life in Israel in the first centuries. Whereas other sites are mostly famous for tombs or old synagogues, Tzipori has Roman streets and buildings. In fact, an entire ancient city is currently being dug up.
The city was named after the Hebrew word for bird, 'Tzipor', because it seems to soar from its position on top of a hill. King Herod liked its strategic position and made it his regional capital city
The students toured the town and saw many buildings with exquisite mosaic floors. One of the interesting places is a large mansion from the Roman period from the third Century. It is not known who the inhabitants were and whether they were Jewish or Roman, but they must have been distinguished and affluent citizens. The mosaic panels show excerpts from the life of Dionysus, mostly known for being the god of the wine. The daintily laid compositions of thousands of tiny stones in 23 colors depict wine processions and drinking competitions. On one side is the portrait of a woman with gold earrings and a wreath and a lovely face that acquired the name 'Mona Lisa of the Galilee.'
The students saw the theater and had a chance to perform for their classmates.
The tiyul ended at the synagogue. There were reputed to be at least 18 synagogues in Tzipori in Talmudic times, but so far, this is the only one which was found. On the floor lie mosaics, including a zodiac and a menorah.
At the synagogue, the students discussed the obvious influence of Roman culture on Jewish life. This led to discussions on the contemporary relevance of similar processes. The students talked about acculturation and separation
On Tuesday, they began to study the Middle Ages period and about the Jewish communities which emerged in the Diaspora. In particular, they learned about the Babylonia Jewish community. In this context, they also discussed the rise of Islam and the influence it had on world history in general and Jewish life in particular
Throughout the week the students had different opportunities to celebrate Sukkot. The madrichim conducted activities in the Sukkah. Many students ate their meals in the school Sukkah. During the tiyulim we stopped for lunch in places where there was a Sukkah
On Wednesday the students took their first Unit Test in the Core class. In the afternoon they traveled to Jerusalem for Simchat Torah. 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. 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
This morning the students had some time for personal chores. In the late morning they will be going to the beach and return to spend Shabbat on campus
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 eating the Seudah Mafseket, the students met for a brief pre-Yom Kippur discussion and candle lighting. They then went with staff members to synagogues of their choice in the area.
After Kol Nidrei, the streets of Jerusalem filled with families, may dressed in white taking a leisurely stroll. 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 stand still ˆ 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.
On Yom Kippur morning, the students again went to synagogues of their choice for tefillah. They walked to the synagogue through quiet streets devoid of all traffic. In the afternoon, they returned to the youth hostel for a bit of a rest. The group had the option of a Mincha service or a study session devoted to the Book of Jonah, the Haftarah reading for Mincha. 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 met to have our own Minyan or chose 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 Class 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 model, the students went to the Jewish Quarter where they saw important archaeological digs. They started in the Davidson 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.
The students‚ visit ended 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.
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 drove towards the Dead Sea. The group drove up one of the cliffs overlooking the Dead Sea at Metzokei Deragot. They walked into the desert for personal meditation overlooking the dramatic desert scenes. The personal time enabled the students to understand the powerful spiritual impact of the desert environment. Thus, they could better understand why so many spiritual and religious achievements have been accomplished in deserts. The group discussed the concept of spirituality and the desert and it proved to be a very powerful experience for many students who were in the desert for the first time. At the end of the day, they continued to the Massada Youth Hostel where they settled in for the night.
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.
The core class on Tuesday was devoted to studying the rise of Christianity. The focus was on understanding the historic background that led to one of the Jewish sects developing into a separate religion. This happened during the Second Temple days, in the decades preceding the Great Revolt. In the evening, the students helped decorate the school Sukkah.
On Wednesday the students had their General Studies classes. After lunch, most of the students departed for home hospitality to spend the first day of Sukkot with families while others opted to remain on campus.
Today, Friday, is the Second Day Yom in the Diaspora, but Chol Ha'mo'ed in Israel. We did not schedule class or tiyul for today to enable those students who celebrate two days Yom Tov even in Israel to do so without feeling they are missing anything or pressured not to do so. The students were given permission to remain with their hosts but most just relaxed on campus. This Shabbat is also an "open" Shabbat
I would like to wish you all a very joyous Sukkot Festival, a holiday which the Torah commands us "VESAMACHTA BECHAGECHA" to be happy. Thus Chag Same'ach is not merely a good wish but actually a mitzvah∑
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 their studies this week
Earlier in the week in the Core class, the students continued studying the Biblical period. The learned about the period of the United Monarchy under David and Solomon, the divided monarchy ˆ the Kingdom of Judah and Israel (known as Samaria as well) and about the prophets. This was followed by studying about the history of Israel until Babylonia conquered the land and exiled the Jews in 586 BCE.
Later in the week, the students began studying the second unit. This unit is devoted to the Second Temple period that began with exile in Babylonia, continued under Persian rule but mostly corresponds to the Greco-Roman period in world history. The students learned why the destruction of the First Temple 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.
The students continued studying about the community that developed in Israel after the conquest by Alexander the Great. The Judaism of this community was eventually challenged by the Hellenist culture brought to the Middle East by Alexander the Great. This challenge eventually brought about open conflict that led to the Hasmonean (Maccabbee) Revolt. 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.
As a result 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
Today after class the students will depart for Jerusalem where they will celebrate Yom Kippur
With best wishes for a Gemar Hatima Tova
Chaim Fischgrund
Headmaster
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September 3-8, 2010
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9/8/2010
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On Friday September 3 after class, the students went to Jerusalem for Shabbat. Their first stop was Mahane Yehuda, the outdoor fruit and vegetable market in the heart of Jerusalem. They observed how many Jews in Jerusalem prepared for Shabbat. They also participated in the hectic last minute shopping for Shabbat buying fruits, vegetables, and goodies
From the market, they continued to the Bet Shmuel Youth Hostel and prepared for Shabbat. The group met again just before candle lighting time. As this was the first tiome that the group went to Jerusalem this session, the pre-Shabbat program also included a welcome to Jerusalem aspect. In this context, the students heard the background to the beautiful hymn to Jerusalem ˆ Yerushalayim Shel Zahav and sang it with much enthusiasm. Te students lit candles and walked to the Kotel. At the Kotel the boys on their side joined circles of soldiers singing and dancing during Kabbalat Shabbat. On the women‚s side, the girls also joined circles of dancers and singers.
The group returned to the youth hostel for Shabbat dinner. The students conducted a very spirited Kiddush and sang Zemirot during the meal. After dinner the madrichim led an Oneg Shabbat program
On Shabbat morning, the students chose to go to different synagogues: the Conservative synagogue, the Italian Synagogue, the reform synagogue, an orthodox synagogue that is a mixture of Habad and Carlebach, and a Sephardic synagogue. After a Shabbat lunch, the group had much needed time to rest and relax. In the late afternoon, the students walked to the Liberty Bell Park (so named because there is a replica of the American Liberty Bell in the park, which was dedicated as part of the Bicentennial celebrations in 1976). On the way they walked through the Yemin Moshe neighborhood, named for Moshe Montifiori who financed the construction of the neighborhood in the 1850‚s. It was the first neighborhood built outside the Old City walls and ushered in the development of modern Jerusalem
Later in the afternoon, they had a study session devoted to Rosh Hashanah that was followed by Seudah Shlishit. The meal was accompanied by much singing. At the conclusion of Shabbat, the students gathered for a Havdalah service on the roof of the hostel, which overlooks the walls of the Old City, to end the week and begin the new one.
On Sunday and Monday, the students continued to study the Biblical period. They studied about the ancient Near East and why the Fertile Crescent became the Cradle of Civilization. They continued with the biblical narratives of the patriarchal period to the exodus from Egypt. The classes also looked at texts from the ancient Near East in order to ask important questions of the historicity of the biblical narrative Much of the material is, of course, a review of what the students learned in the past history classes, but is important information for the understanding of the history of Israel.
At night, the Gann students, along with the students from the Barrack Hebrew Academy and the American 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
On Tuesday the students left for a two-day overnight tiyul. The first stop was on Mt. Gilboa. From there the students had a good view of the Jezreel Valley, Mt. Tabor and many other locations that 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 either in class or there on site. 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. The students stopped for lunch and a swim at the Sakhne (officially known as Gan Hashelosha but few people know or use that name) springs and pools. These pools were formed from the springs at the foothill of the Gilboa. The warm spring water emerge in the western part of the park at a constant, year-round temperature of 28 degrees Celsius (82 degrees Fahrenheit), which means swimming is pleasant here in winter, too. The ŒAmal Stream crosses the entire park, and has been widened into pools
After leaving the Sakhne the group drove through the Jordan River valley to Jerusalem. This valley is part of the longer Afro-Syrian Rift Valley.
Upon arrival in Jerusalem, they went to the City of David. There the students learned how and why King David made Jerusalem the eternal capital of the Jewish people and explored the area believed to be the royal palace. The students also saw remains of the ancient water system. They then had the opportunity to walk in the water through one of the most amazing water systems of ancient times˜Hezekiah‚s Tunnel. King Hezekiah built this tunnel in the 8th century BCE in preparing Jerusalem for the Assyrian siege.
The tiyul today was devoted to learning 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 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. Studying the ancient farming system was good background to analyzing many of the social justice laws in the Torah. This helped the students to better understand the story in Megillat Ruth that took place during the Judges period.
After completing the tiyul, 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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September 1-3, 2010
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9/3/2010
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This is the first update that we will send to you on a weekly basis. We hope these updates will assist you in following the progress of your daughters and sons throughout the trimester Israel program.
As I wrote previously, the students arrived safely on Monday Sept. 1. The Madrichim and I met them at Ben Gurion airport. We all drove to the campus where the students were welcomed by most of the staff. We were happy to greet Shoshanah Zaritt and Nirit Avraham, who escorted the students and are helping them settle into the program. 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 and the Gann - Muss program. This has been a tradition of the school for many years. The students settled into the dorm and became acquainted with their madrichim
Tuesday was Orientation Day. During the day the students heard explanations about the school by Jill, the Dean of General Studies, met Yardena, the Dean of Students, Sandy, the school doctor and nurse, their Core Curriculum teachers Rona Akiva and Philip. Orientation Day also included a dorm meeting with the madrichim Na‚ama, Maya and Sagi.
On Wednesday, the students began studying the Core Curriculum program. 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 teaches 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.
The focus of the first unit is on the Biblical period. They studied about the ancient Near East and why the Fertile Crescent became the Cradle of Civilization. Much of the material is, of course, a review of what the students learned in the past but is important information for the understanding of the history of Israel.
On Wednesday 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.
On Thursday the students continued studying the Biblical period in the Core class and began their general studies courses
Today the students are studying general studies subjects. After lunch they will depart for Jerusalem where they will spend Shabbat
Shabbat Shalom
Chaim Fischgrund
Headmaster
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