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Final Update
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3/30/2011
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Dear parents,
This is the last update that I am sending this session. I am writing this update the day after the group returned to the USA. In the updates that we sent, we tried to convey to you the students’ experiences. 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 the Golan on the northern border to the Negev in the south. They participated in many enriching activities that were described in the updates that we sent throughout the session. All these activities were important pieces in a rich educational tapestry. I have no doubt that the students will always treasure their time in Israel at the Alexander Muss High School in Israel.
We are certain that your children began sharing all their exciting stories with you. They no doubt told you throughout the quin how the program has affected them.
As you know, the students’ last Shabbat was spent on campus. Towards evening the students conducted a Kabbalat Shabbat, welcoming of the Shabbat service on campus in the school synagogue. After services, the students gathered in the dining room for a festive Shabbat dinner. After dinner, the students had an Oneg Shabbat activity. During the day, the students began to prepare for their final exam. The group ended Shabbat with the Havdalah service.
On Sunday morning, the students took their final exam in the Core Class. In the afternoon they packed and prepared for their final banquet and dorm party. At dinner I had the opportunity to address the students. I drew my inspiration from the upcoming Pesach holiday. I told the students that we are now between Purim and Pesach. On all the Jewish holidays we celebrate, not merely for the sake of celebrating. The celebrations are means to recall important moments in history and draw conclusions for our own lives today. This is the essence of the AMHSI experience – to learn history in order to internalize values for our lives today.
For centuries, Jews have sat around the Seder table and read one of the most ancient Jewish texts, the Hagadah. The rabbis understood the educational value of the holiday. There are things that we do to arouse the curiosity and interest of the children so that they ask questions. We too encouraged the students throughout the quin to ask questions
Asking questions is a good thing. There are, however, some questions or rather the manner in which they are asked that are not acceptable. One of the sections that has always held my interest is the part that relates to the “Four Children”. What determines whether the Hagadah sees you as wise, evil or simple is the quality of the question. Each person is answered in kind. That is why our ancient sages also included the child who doesn’t know how to ask. That child, too, must be told about the Exodus from Egypt and be educated. ýNo one should be excluded.
ýWhat determines whether you are ‘wise’, ‘evil’ or ‘simple’? The wise child asks an intricate question. The wise child wants to know details and is knowledgeable to discern between different categories. The simple child just asks “Ma zot”? “What’s this?” Each one is answered in kind. The evil child is categorized as such because he says, “What is this service to you?” The evil child excludes himself from the community. Belonging, participating, showing empathy are the traits we expect to see in all children.
Unfortunately, in our generation there is a fifth child, the one who doesn’t even come to the Seder. That child does not even care enough to be critical. Apathy has proven to be a greater problem than negative feelings. The ‘evil child’ can still be engaged, might still turn around. The apathetic, unfortunately, are lost. They are the ones who have cut themselves off from the continuous stream. You gave your children an important gift; the gift of experiencing Israel with AMHSI. I asked the students to appreciate this gift and help others get the same. I asked them to help us spread the word about AMHSI and persuade friends to attend future quins.
Our students are all wise children. The education they received, the experiences they had, equip them with the ability to ask discerning and intelligent questions. These questions are more than half way to reaching answers. We tried to teach our students at AMHSI that every person can make the difference, that we should all stand up and be counted and that whatever decisions we make should be based on facts, information, knowledge and understanding.
The Seder is a metaphor for our continued existence. It is a family and community celebration. It is a celebration of an historic event nearly 3,500 that occurred nearly 3,500 years ago with continued implication until our generation. This historic experience is the basis for our national culture and social consciousness. Learning the lessons of history and their importance for today as a guiding principle for our lives is what AMHSI is all about.
Monday 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 students visited the National Cemetery at Har Herzl (Mount Herzl).
The cemetery is the burial site of many great Israeli leaders including Herzl, Jabotinsky, Yitzhak Rabin, Golda Meir, Teddy Kollek and others. In addition, Mt Herzl also has a military cemetery.
In addition, Mt Herzl also has a military cemetery. The students paid their respects to some of the fallen soldiers, including Yoni Netanyahu and Michael Levin. Visiting the cemetery gave the students the opportunity to pay homage to Israel's leaders and heroes. This was an important element in putting closure to the program.
The students 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 quin.
The students had some free time for dinner and some shopping in Jerusalem, before ending the day with final activities in the Jewish Quarter in the Old City of Jerusalem. The students had their final discussion and a chance for a visit to the Kotel one last time. From there they went to the airport.
We 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. We are 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.
I would like to take this opportunity to wish you and your family a very happy Pesach
Please visit us when you are next in Israel.
Chag Same’ach
Chaim Fischgrund
Headmaster
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March 20 - 26, 2011
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3/25/2011
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We asked the students to return to campus on Saturday night to celebrate Purim. All the students currently on our campus gathered in the Bet Knesset, many in costume, to hear the reading of the Megillah.
On Sunday morning we had a late wakeup as well as an optional Tefilah that included the reading of the Megillah. The entire campus gathered in the dining room for a festive brunch that was our Seudat Purim. There are four mitzvot on Purim: to hear the Megilah, to have a Seudah, to give gifts (Mishloach Manot) and give charity (matanot la'evyonim). The students thus fulfilled all the requirements. After the Seudah the group went to Tel Aviv to continue celebrating the holiday.
This was the students last full week in Israel. Earlier in the week, Sunday through Tuesday, the students continued studying the history of the State of Israel. They discussed many issues relating to Israel’s military, social and political history and the peace process. The students also completed their sequential studies and took their final exams in each subject.
The students’ last overnight tiyul on Wednesday and Thursday this week was to the northernmost region of the country and the Golan. The first day of the tiyul was devoted to the situation in the Northern Galil, especially as related to the security issues facing Israel. The problems have both been constant and changed somewhat over the years as the Jewish settlements faced threats from Syria and Lebanon.
The first place they visited was Tel Faher, on the slopes of the Golan overlooking the Hula Valley below. In the 19 years between Israel's Independence and the Six Days War, the Syrians constantly shelled the kibbutzim below. Visiting the Syrian bunkers enabled the students understand the threat the Syrians posed as well as the strategic importance of the Golan. There they also learned about the Six Days war in June 1967.
On the way to Tel Faher the group stopped in Kibbutz Naot Mordechai (one of the kibbutzim that were occasionally shelled during the period before 1967 where the students had a chance to purchase Naot and Teva sandals
Next the students hiked in the Banyas nature reserve along one of the tributaries that flow into the Jordan River. This is a beautiful area that the Romans had dedicated to the god Pan (There is no letter P in Arabic and so the Roman Paniyas became Banyas in Arabic). The winter rains earlier this month gave a lot of volume to the waterfall, making this reserve particularly beautiful.
The day ended at Kibbutz Misgav Am, the northernmost settlement in Israel near the border with Lebanon. They met Ariyeh Ben Ya'akov, 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. One of the serious challenges, of course, is the danger of terrorism from Lebanon iwhich has been a constant threat since the late 1970's. The region experienced many skirmishes and wars. Kibbutz Misgav Am was a victim of one of the horrible terror attacks. Nevertheless, and despite this, the kibbutz and the entire region has achieved much which is clearly visible. Ariyeh was able to convey to the students all that is special about living in this area.
Then the group traveled to Kibbutz Gadot where they checked into the kibbutz Guest House. After dinner they met Tzion (“Ziggy”) Keresanti. Ziggy was photographed at the Kotel moments after its liberation during the Six Days War in 1967. The picture of the three paratroopers has become one of the iconic photos of the war. Ziggy shared his experiences fighting as member of the paratrooper Brigade in Ammunition Hill and other battles in Jerusalem with the students.
Thursday was spent on the Golan. The visit to the Golan helped the students understand the important events relating to the Six Days War in 1967 and the Yom Kippur War in 1973 as well as the importance the discussion regarding the future of the Golan in any peace discussions with Syria. The group 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.
They stopped for lunch in Katzrin, the small city on the Golan which provides urban services to the kibbutzim and Moshavim on the Golan. It began to rain heavily which compelled us to cancel the schedule d hike. It also made it difficult to find a dry place where the students could sit to discuss and reflect on what they had seen and learned. Fortunately one of the pharmaceutical companies in the Netanya industrial zone provided us with their conference rooms where the students met in comfortable surroundi8ngs
At the Reserve, the students reviewed all they learned during the two days and began reflecting on what they learned throughout the session.
The group stopped for dinner on the streets in Netanya before returning to the campus.
Back on campus on today the students are completing the core curriculum class and will review for their final exam.
The students will spend their last Shabbat of the Quin on our campus.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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March 13 - 18, 2011
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3/18/2011
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Last week the students learned the very dramatic chapter in our history Mesho’a letkuma – from destruction to rebirth. On Sunday they studied about the diplomatic efforts in the post World War Two era that brought about the important UN resolution in November 29, 1947 that called for the partition of Palestine and the establishment of two states. The teachers also devoted time to discuss the tragic incident that occurred last Friday night in Itamar. A mother father and three of their six children were brutally murdered in the settlement in Samaria (The West Bank). The students had the opportunity to share their feelings upon hearing the terrible news.
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 history of the State of Israel, its challenges and achievements.
Tuesday's tiyul was devoted to understanding some of the environmental issue facing Israel as well as highlighting how Israel is in the forefront of dealing with them. The day began at the Shafdan Sewage Purification Plant near Rishon LeTzion. Experts are constantly searching for solutions to increase Israel’s water supply. One of these solutions is wastewater treatment and effluent reuse for agriculture. 75% of the water 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 it’s 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.
Next they visited Better Place, 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.
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
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 secret known only to the initiates of the people. Druze believe that when one man dies, his soul goes to a baby boy being born. 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.
Wednesday’s tiyul was to the Negev. The first stop was at Kibbutz Revivim, a kibbutz that was established in 1943. Here the students learned about the importance of the Jewish settlements there in the pre-State days and during the War of Independence. Kibbutz Revivim was one of the deciding factors in persuading the UN Special Commission on Palestine to include the Negev in the proposed Jewish State. On the historic site of the kibbutz (the present kibbutz is nearby) the students saw exhibits that explain the battles that took place here during the War of Independence.
Next, they drove further south. At Kibbutz Sde Boker they visited the home of David Ben Gurion, Israel’s first Prime Minister who settled on the kibbutz after retiring from politics. Ben Gurion saw great potential for the Negev and wanted to be a part of its development. One of his dreams was that the Negev would be home to a great University that would also be at the forefront of desert research. After visiting Ben Gurion's home the group stopped at his gravesite which overlooks the beautiful scenery of Nahal Tzin.
One of the most meaningful ways for the students to appreciate the beauty and potential of the Negev is by hiking. After lunch the students hiked the Great Fin in the Large Crater. The term crater is actually a mistake as it was not formed the way craters around the world were created. We should more aptly use the Hebrew term Makhtesh , a geological erosional landform of Israel's Negev desert. A Makhtesh has steep walls of resistant rock surrounding a deep closed valley. This is one of five makhteshim in Israel and seven in the world. HaMakhtesh Hagadol is actually the second largest, being exceptional in that it is drained by one river, Nahal Hatira . Makhtesh Hagadol was discovered and named before Makhtesh Ramon which is the largest Makhtesh in Israel. The hike ends at the very beautiful colored sands along the river bed.
The group stopped in a lovely park in Yerucham, a development town in the Negev. After viewing the humble home, learning about this important leader, and taking one of Ben Gurion's favorite hikes, the students had an important discussion of Ben Gurion’s dream for the Negev. The Negev is both a specific challenge as well as a metaphor for all aspects of modern pioneering and the challenges facing Israel. After stopping for dinner on the streets in Rishon LeTzion, the students returned to campus
On Thursday the students studied the history of the State of Israel until the Yom Kippur War in 1973. As part of their studies, one of our core teachers, David Sprung shared his personal experiences as an Oleh in the mid 1960's and soldier during the Six Days War in 1967.
In the evening we had a campus wide Purim party and dance. Most of the students wore Purim costumes and quite a few showed their creativity in creating the costumes. This was the culmination of several activities during the week. On each day the students came to class dressed in different costumes. In addition, the madrichim organized a "secrete pal" (calling it secrete Shlomo) during which the students gave each other gifts. One of the Mitzvot on Purim is Mishlo'ach Manot – sharing of gifts with friends. This was another way to get into the spirit of the festive holiday.
Today the students had their sequential classes after which all will leave for the last “open Shabbat” of the session. They will return on Saturday night for the reading of the Megillah and celebrating Purim
Shabbat Shalom and Purim Same'ach (Happy Purim)
Chaim Fischgrund
Headmaster
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March 6 - 11, 2011
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3/11/2011
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The studies and activities this week were very intense as the students learned about the first half of the 20th century with a special focus on the Holocaust.
On Sunday, the students learned about the transition to British rule in Israel and the Balfour declaration. In addition, they learned about the Mandate period in Israel and some background to understanding the rise of Hitler and Nazism to power in Germany.
On Monday, the students spent a very intense, full day, including a lesson at night, devoted to a seminar on the Holocaust. This included studying 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.” All this was done in class discussion and by viewing appropriate films.
One of the highlights for the students was meeting Noah Klieger, a Holocaust survivor. Noah was born in 1926 in Strasbourg, France. His father, a journalist, understood the dangers that Hitler posed to the Jewish people. He sent Noah's brother to England and took the family to Belgium where he thought they would be safe. During the war, even though he was just 16, Noah was active in the underground which helped Jews escape. Unfortunately he was captured and 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 nearly all 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 commander of Auschwitz 3 created a boxing team giving the boxer's an extra liter of soup as bonus. The story of the boxing in Auschwitz was made known in the feature film Triumph of the Spirits about the life of Salamo, Z'ako, Arouch. Noah told Salamo’s story as well. Later in the day the students saw clips of the film.
After the war Noah Klieger was a journalist in France and Belgium. He triued to make it to Israel as an "illegal" immigrant on the famous Exodus ship but the British returned the ship to Germany. Eventually 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. In Israel he covered the Eichmann trial. He published hundreds of articles on the subjects of the Holocaust and Anti-Semitism and he also lectures about these subjects.
Noah is still an active journalist writing on many topics, including sports
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. He recentl;y published another autobiography in Hebrew – Eleh Toldot Noah – This is the story of Noah, the opening verse of the biblical story about Noah who survived the flood.
The students were very much engaged in listening to Noah. They asked many questions which he patiently answered. He also shared his views on some contemporary issues. The students especially commented about the great optimism that Noah conveyed to the students despite the harsh experiences he had.
The theme of the tiyul on Tuesday was resistance during the Holocaust. The day began at 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, saw models of some of the concentration and death camps, viewed films and discussed all that they saw. The museum also houses a special section about the Eichmann trial, including the bulletproof glass booth in which Eichmann sat during the trial. Discussing the importance of the trial and other trials of the Nazi leaders enabled the students to focus on the question of memorializing the holocaust, holocaust denials and other questions.
In the afternoon the group went to the beach at Caesarea. There the students focused on the situation in Israel during the Holocaust. The Jewish underground groups in Israel and the leadership of the community were preparing for a possible German invasion. They planned a “last stance” resistance if necessary in the area of the Carmel, 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 have been made into popular songs have been inspirational to generations in Israel and throughout the Jewish world. Perhaps the most famous is a Walk at Caesarea, known popularly as “Eli Eli”. Senesh was a member of Kibbutz Sedot Yam, near the ancient port city and might have written the poem on the very spot where the students had their class.
The students returned to campus and saw Defiance, a feature movie about the true story of the Bielski brothers. After escaping to the forests in 1941, they encounter other Jewish escapees hiding in the forest; the brothers take them under their protection and leadership. Over the next year, they shelter a growing number of refugees, raiding local farms for food and supplies, moving their camp whenever they are discovered by the collaborating police.
The students continue to study and reflect on the Holocaust at Yad Vashem, the national monument and museum, on Wednesday. This tiyul enabled the students to reflect on the meaning of this terrible and tragic period and to draw personal conclusions. Many memorials and exhibits 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. This was a fitting place for closure discussions about the Holocaust.
After studying about the bleakest and darkest period in Jewish history, indeed in world history, the tiyul on Thursday related to the aftermath of the Holocaust in Israel. The tiyul was devoted to the struggle of the Jews in Israel for independence; a struggle in which many Holocaust survivors participated. It was a struggle against the British Mandate government. The students thus completed studying a very dramatic chapter in our history MeSho'ah letekuma – from destruction to rebirth.
The first aspect of the struggle that the students studied was the struggle for “illegal” immigration. To learn about this important chapter in Israel’s struggle for independence, the students went to a beach near Netanya. A simulation game that the students conducted was an important way to illustrate the conditions under which the clandestine immigrants operated on this beach and others. The students learned how the 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 that were caught on their ships. One of the important incidents that related to the camp was the organized escape led by Yitzhak Rabin, then a very young PALMACH officer.
The next site visited on the tiyul was the Acco prison. In this prison many of Israel’s underground fighters were imprisoned including some that eventually became Israel’s leaders. There 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 tiyul with a moving ceremony in which they paid respects to the dedication and tenacity of the fighters who made the State possible.
Today was a “sequential” day. In the afternoon, the students will depart for home hospitality.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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February 25 - March 4, 2011
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3/4/2011
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After lunch on Friday Feb. 25, the students departed for Jerusalem where they spent Shabbat. The first stop was at the Machaneh Yehuda picturesque open-air market. Popular with locals and tourists alike, the shuk's more than 250 vendors sell fresh fruits and vegetables; baked goods; fish, meat and cheeses; nuts, seeds, and spices; wines and liquors; clothing and shoes; house wares, textiles, and even Judaica. In and around the market are falafel and shawarma stands, juice bars, cafes and meat restaurants. The color and bustle of the marketplace is accentuated by vendors who call out their prices to passersby. On Thursdays and Fridays, the marketplace is abuzz with shoppers stocking up for Shabbat . This gave the students a wonderful opportunity to see and experience the last minute preparations for Shabbat. It also gave them a chance to buy goodies for Shabbat.
After settling into the youth hostel, the group walked to the Old City. At the Kotel, many joined others in singing and dancing. After Shabbat dinner, they had an Oneg Shabbat program.
On Saturday morning, some of the students opted to go to synagogues in the area. After lunch, they walked through the park that overlooks the walls of the Old City. The park is near the first neighborhood that was built outside the Old City in the 1850’s. In addition, the madrichim conducted some activities with the students
After dinner and Havdalah, the group returned to the campus
On Sunday and Monday, the students continued studying the transition to the modern period in Europe and its impact on the Jewish People in Europe and Israel. This included studying the development of modern Anti-Semitism. All of this was the background to the rise of Zionism. Many of the discussions focused on new challenges to the traditional society and the varieties of Jewish religious streams that emerged. Much of this material was in preparation for the study of Zionism that was the theme of the tiyulim this week. In addition, during the studies about the modern period 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.
On Tuesday morning the group 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 during the week and will serve the students well in understanding the development of modern Israel.
In the afternoon, the students worked in the AMHSI Forest forest. In partnership with the JNF, we at AMHSI are developing our own forest not far from our campus. We are thus participating in an important national project of reclaiming the land of Israel and preventing the growth of the deserts. In addition, our students are preparing a nice forest which will eventually include play grounds etc for the population of Israel. Later in the session they will also have a chance to plant trees. I am confident that in years to come the students will be happy to visit the forest that they are helping to grow. The work was primarily pruning the trees and clearing the dead leaves.
The theme for Wednesday’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. 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 (Tuesday this week was the 91st anniversary of the event). Tel Hai has become one of the important places relating to Zionist history and often compared to the Alamo. 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 Ayun Nature Reserve. The river flowing from Lebanon is one of the tributaries leading to the Jordan River and eventually to the Kineret. The heavy rains that we experienced earlier this winter added much water to the river. The trail included three water falls in this short stretch of the river. The early spring flowers added special beauty. The students participated in the hike first to enjoy the beauty of the place. Secondly, the students were able to understand the importance of water to this country that is dry for much of the year.
Next, the students went to the cemetery on the shores of the Kineret near the Kineret training farm where the idealistic but inexperienced pioneers learned how to farm this difficult land. In this training farm the pioneers conducted many social experiments that eventually led to the kibbutz. Many of the famous pioneers and future leaders of Israel passed through this training farm now being reconstructed. With this visit our students were better able to appreciate the ideals and lifestyle of the Chalutzim. Two of the most important personalities that the students learned about were A.D. Gordon, “father of Labor Zionism” and Rachel Blaustein, the poet who captured the ideals and spirit of the pioneers. Many of her poems have become popular songs in Israel. Naomi Shemer who wrote the words and music of so many of Israel’s popular songs (including Yerushalayim shel Zahav, Jerusalem of Gold) is also buried in this cemetery.
The group stopped for dinner on the streets in Zichron Yaacov, a lovely town that was first settled in the 1880's, before returning to the campus.
Thursday’s tiyul was devoted to learning about the pioneers who developed the urban centers of Israel and to Israel’s cultural history. We chose to do this in Tel Aviv, a city that has grown from 66 families who built their homes on the sand dunes in 1909 into a large modern city that is the cultural and commercial center of Israel today.
It is 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 which has a beautiful view of the coast and the skyline of Tel Aviv. From there they walked to Jaffa flea market.
From Jaffa the group 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 1948. Today the house is a museum of history. The exhibits and film in the building helped the students to understand the history of Tel Aviv and the modern Hebrew culture that has developed there. One of the highlights of our visit to Dizengoff’s house was the re-enactment of the Declaration of Independence. The students then went on a walk through some of Tel Aviv’s historic neighborhoods.
The students then 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 day ended at Rabin Square to pay respects to the slain leader who was cruelly assassinated there more than 15 years ago.
At the conclusion of the tiyul, the students remained for dinner on the streets and some free time in Tel Aviv before returning to campus.
Today after General Studies classes, nearly all the students will depart for an “optional” activity at the Han Hashayarot Camel Ranch
Shabbat Shalom
Chaim Fischgrund
Headmaster
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February 20 - 27, 2011
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2/24/2011
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On Sunday Feb. 20, the students learned about the Bar Kochba Revolt and its results. The revolt took place in 132 – 135 CE. To understand the background to the revolt, the students discussed the relationship between Jews and Romans after the Great Revolt. It was a period of great achievements yet much tension. The growing tension led up to another revolt against the Romans, the Bar Kochba Revolt. The day began in Bet Guvrin, in one of the amphitheaters the Romans built during this period. Some archaeologists believe that this was the theater in which the Romans conducted gladiator games. It is thought that not only were the captured warriors forced to participate in these games but that many of the leaders were executed in this theater.
Next, they went to the Hirbet Midras caves in the Bet Gubrin area. There the students crawled through tunnels and underground mines built by the rebels as they prepared for guerrilla warfare In the afternoon they went to other caves in Tel Goded “just for fun.” and to experience what these caves looked like before the archaeologists excavate. The results of this revolt, just 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.
On Monday, the students began to study the Middle Ages period and about the Jewish communities which emerged in the Diaspora. 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 Tuesday was to Belvoir and Tzfat. At Belvoir the students learned about the Crusades; the 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 they 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 answers.
The answer was found in Tzfat - the community of Mystics who developed the Kabbalah. In Tzfat, the group 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 visit to Tzfat included the ancient cemetery where many famous rabbis, Talmudic scholars and mystics are buried.
Between Belvoir and Tzfat the group stopped at the hot springs of Hamat Gader for lunch and the opportunity for a swim. The hot springs are located in a beautiful area at the foot of the Golan Heights along the Yarmuk River that separates the Golan and Gile’ad Mountains in the Kingdom of Jordan. The river is the border between Israel and Jordan. The hot springs have been used for many centuries starting with the Roman period.
After stopping for dinner on the streets, the group returned to campus.
The tiyul on Wednesday 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.
From there the students visited Hazon Yeshaya, an organization that operates Soup Kitchens in Israel. It was founded in 1997 by a successful businessman from New York who was helped as a poor refugee from North Africa in soup kitchens in France. Hazon Yeshaya has grown to a nationwide network of three central kitchens serving more than 200,000 hot meals every month at 38 locations in Israel. The students not only learned about this important Hesed project but had an opportunity to work in the kitchen, serve food, and pack boxes.
In the afternoon the students went to the Israel Museum. The Israel Museum is the largest cultural institution in the State of Israel and is ranked among the world’s leading art and archaeology museums. Founded in 1965, the Museum houses encyclopedic collections, including works dating from prehistory to the present day, in its Archaeology, Fine Arts, and Jewish Art and Life Wings, and features the most extensive holdings of biblical and Holy Land archaeology in the world. The Museum has built a far-ranging collection of nearly 500,000 objects, representing the full scope of world material culture.
Recently, the Israel Museum completed the most comprehensive upgrade of its 20-acre campus in its history, featuring new galleries, entrance facilities, and public spaces. Among the highlights of the Museum’s original campus is the Shrine of the Book, which houses the Dead Sea Scrolls, the oldest biblical manuscripts in the world, as well as rare early medieval biblical manuscripts. Adjacent to the Shrine is the Model of Jerusalem in the Second Temple Period, which reconstructs the topography and architectural character of the city as it was prior to its destruction by the Romans in 66 CE, and provides historical context to the Shrine’s presentation of the Dead Sea Scrolls. As I previously wrote, the students visited the model and the Shrine of the Book when they studied about the Second Temple period in the previous week.
The visit to the Museum was divided into two aspects. At first each of the classes visited the archaeology section to see items that related to what they had already studied. In addition they saw the Judaica and Jewish Life section and the synagogues. One of the Israel Museum’s New Synagogue Route showcases four original synagogue Interiors from around the world. The newly restored 18th century synagogue from Suriname is certainly one of the highlights. This rare and striking South American synagogue stands alongside synagogue interiors from Italy, Germany, and India. The Tzedek veShalom (Justice and Peace) Synagogue, with its original furniture, decorations and sand floor, offers visitors a glimpse into Suriname’s once vibrant Jewish community. Built in 1736 in the capital city of Paramaribo, Suriname, Tzedek ve-Shalom ceased to function as a place of worship in the 1990s. In order to rescue this important example of Jewish life of this remote Jewish community, the Israel Museum approached its leaders with the aim of restoring and preserving the synagogue on its campus for the benefit of future generations of visitors from around the world. The synagogue’s interior and its original ceremonial objects and furnishings were transferred to the Museum in 1999, where it was meticulously refurbished.
The Israel Museum is the only museum worldwide where visitors can see together in one venue four original synagogues from three continents
Suriname’s Jewish community took root in the mid-17th century, when Jews of Spanish and Portuguese origin who had fled to Holland during the Inquisition immigrated to Suriname among the country’s earliest European settlers. Tzedek ve-Shalom is typical of Spanish and Portuguese synagogues in the New World and is one of the earliest such examples from the region.
Earlier this week the students learned about the Golden Age of Spain and its demise culminating in expulsion from the Iberian Penisnsula at the end of the 15th century.
The new Synagogue Route, in addition to the Tzedek veShalom Synagogue, features:
• The 16th century Kadavumbagam (“by the side of the landing place”) Synagogue, from Cochin, India, whose carved wooden interior includes motifs like those found in surrounding mosques and Hindu temples;
• an 18th century Italian Baroque synagogue from the small town of Vittorio Veneto in Northern Italy, which served a small local Ashkenazi community that settled in the area during the Middle Ages and was abandoned when the Jewish community moved to larger urban centers in the 19th century;
• a 1735 synagogue from the market town of Horb in Southern Germany, the only surviving example of the region’s painted wooden synagogues, which later served as a barn before it was rediscovered and transferred to the Israel Museum in 1970.
The class discussion that ensued was devoted to understanding what it is that holds the Kehila together.
After completing this "formal" aspect of the visit to the museum, the students had the opportunity to walk around the museum enjoying galleries of their choice.
Today, Thursday, was spent studying the transition to the modern period in Europe and its impact on the Jewish People in Europe and Israel. Many of the discussions focused on new challenges to the traditional society and the varieties of Jewish streams that emerged. Much of this is material in preparation for the study of Zionism, which will be the theme of next week’s lessons and tiyulim.
Tomorrow the students will take their second unit in the core curriculum class. After lunch, they will travel to Jerusalem where they will spend Shabbat
Shabbat Shalom
Chaim Fischgrund
Headmaster
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February 13 - 18, 2011
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2/18/2011
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On Sunday Feb. 13, the students began studying the second unit. This unit is devoted to the Second Temple period that began under Persian rule and mostly corresponds to the Greco-Roman period in world history. The students first 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 Monday, the students continued studying 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 (Ptolomaic 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 by most 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 – the Kotel and Massada to mention two of the important ones. All the above was the background for the overnight tiyul on Tuesday and Wednesday.
The tiyul on Tuesday began in Jerusalem with a visit to the model of Ancient Jerusalem at the Israel Museum. It is a scale model showing Jerusalem as it was 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. We also took the opportunity of being in the museum to visit one of the most important exhibits – the Dead Sea Scrolls in the Shrine of the Book. These scrolls were written during the end of the Second temple period. Many believe that the scrolls were written by the Essenes who were members of a sect of Jews who believed that city life was much too influenced by Hellenistic culture. They left the urban life and formed colonies in deserted areas. They believed that by their pure living they could bring the Messiah.
From there the students went to the Jewish Quarter where they saw important archaeological digs in what is now known as the “Herodian Quarter”. They saw remains of palatial homes in the Upper City probably built during the time of Herod. The students also toured the excavations at the southern and western walls of the temple Mount near the Kotel. 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. They stopped at Qumran, the site where the first Dead Sea Scrolls were discovered in 1947. The students walked to the area overlooking the Qumran community where they had a desert meditation session. The group continued to Ein Gedi.
On Wednesday, the students arose very early and drove to Massada. They climbed the historic snake path to the top of the mountain fortress. The climb began at first light. It was an overcast cool day which made the conditions for the hike easier. Some of the students were disappointed that they did not see the sunrise from the top of the mountain. When they reached the top of the mountain they went directly to the Synagogue of Massada, one of the oldest Synagogues discovered in Israel. This is truly a fitting place 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 students went to the Dead Sea for lunch and had the opportunity to “swim” in the lake located in the lowest point on earth. Swim is a bit of a stretch – float is more accurate.
On Thursday, the core class was devoted to two topics that related to the consequence of the Great Revolt. The students learned about the Oral Law that was developed during this period. In addition, they also studied about the rise of Christianity. The focus was on understanding the historic background that led to the development of one of the Jewish sects into a separate religion. This happened during the Second Temple days, in the decades preceding the Great Revolt.
Today the students are studying their sequential courses. Most of the students will depart for home hospitality after lunch.
Shabbat Shalom,
Chaim Fischgrund
Headmaster
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February 4 - 11, 2011
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2/11/2011
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I wrote previously that I would not be on campus to greet the students. I returned yesterday and had the opportunity to introduce myself to the students. I hope to get to know the students better in the next few days. I have heard wonderful feedback from the staff and saw the enthusiasm of the students first hand.
This was the students‚ first full week at AMHSI. They have now had the full range of experiences; core class, sequential classes, tiyulim (field trips) and even a unit test. The weather was challenging but we were able to complete nearly all the scheduled activities. The students were great sports, doing as much as possible during the inclement weather. The farmers in the country were happy with the rains, we were happy that the rain did not totally interfere with our activities ˆ truly a win-win situation. You can see in the photo gallery how much the students enjoyed the tiyulim.
On Friday Feb. 4 in the afternoon, the students had some free time in town and returned to campus to prepare for Shabbat. Towards the evening all the students and staff gathered for Kabbalat Shabbat - welcoming the Shabbat, a pre-Shabbat program, followed by a T‚filah (prayer service). 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.
On Shabbat morning, the students had a chance to catch up on their sleep. In the afternoon, the madrichim conducted some activities that helped the group bond. Shabbat concluded with a Havdalah service. The students had some free time in town before doing their homework.
On Sunday, 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 and even earlier. It is also the site where one of the oldest Hebrew documents, 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.
The students also continued studying the Biblical period, focusing primarily on the Patriarch period and the period known as the Middle Bronze Age.
On Monday, the students learned about the period of the Exodus from Egypt, the Conquest of the Land of Israel and its settlement during the Judges period. Much of this material was in preparation for the tiyul on Tuesday and Wednesday.
On Tuesday Feb. 8, the students left for a two-day overnight tiyul. The first stop was on Mt. Gilboa. The rain that Israel experienced in the previous days stopped. One of the results was great visibility that gave the students a good view of the Jezreel Valley, Mt. Tabor and many other locations which they had studied about on Sunday afternoon. 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.
Unfortunately, even though it was sunny the group could not complete the hike they would otherwise have done. The muddy conditions created by the rain in the previous days made the trail quite slippery and not safe. The short nature walk was a nice break day in the day, and more importantly re-enforced what the students learned in class.
The students stopped for lunch and a swim at the Sakhne springs and pools. The pools are fed by warm spring water in the valley and all went swimming.
Next the students drove to Jerusalem. Their first stop was Mt. Scopus˜the mountain where traditionally Jews would take their first glimpse of Jerusalem, as they were traveling to the city from the north. Here they had a very moving and dramatic ceremony. As this was the students‚ first glimpse of Jerusalem, the staff endeavored to make this a special experience. The teacher spoke about the two Jerusalems˜the down to earth city, capital of Israel for over 3000 years, and the holy Jerusalem. They also told the story behind the moving song, Yereushalayim shel Zahav˜Jerusalem of Gold. From there they continued on to the Lev Yerushalayim hotel where the group spent the night. After dinner, the students had some free time on Ben Yehuda Street
The tiyul on Wednesday 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. As they walked through the beautiful trail, the students saw the almond and other nut trees in full bloom. As many students recalled, one of the popular songs about Tu Bishvat is about the flowering of the almond tree. They were able to see that this happens here and is one of the signs of the coming spring.
At Sataf the students crawled into one of the caves. The spring that originates in this cave feeds the farmland in the area. As soon as the students walked into the cave, the rains began. During the rest of the day they continued to play hide and seek with the rain
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From there the group drove to the Haas Promenade at „UN Hill‰ (so called because of the nearby UN Headquarters for the Middle East) overlooking Jerusalem from the south. The rain and poor visibility did not enable them to get the full view of the Old City
After that, the students drove to Old City. They saw the water system of the ancient city as well as remains of the Royal Palace of the first Temple period. The staff offered the students the option of walking through the ancient water system built approximately 2,800 years ago by King Hezekiah in preparing for a siege by the Assyrians. The students had great fun walking through the tunnels.
The students ended the tiyul at the Kotel, the Western Wall. It was the spiritual and emotional culmination of the two-day tiyul.
On Thursday, 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.
Today the students wrote their first unit test.
In the afternoon, the students will depart for their "open", home hospitality Shabbat.
Shabbat Shalom
Chaim Fischgrund
Headmaster
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February 2 - 4, 2011
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2/4/2011
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The students arrived safely yesterday. The Madrichim, dorm counselors (Shira and Chen) and I (David Mitchell, the Dean of Education) met them at Ben Gurion airport. They drove to the campus where many members of the staff welcomed the students. 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.
We realize and appreciate the fact that the students and their families went through serious soul searching before deciding to attend our program. We are grateful for your vote of confidence in us. Arriving at the school is the first of many special moments that together create a tapestry of the AMHSI experience. The rest of the evening was spent settling into their rooms and meeting their dorm counselors.
Today, Thursday, was Orientation Day. During the day the students heard explanations about the school by the Dean of Students, the school nurse, the Dean of General Studies, and me. They also had a session with their Core Curriculum teachers, and went on a tour of campus and Hod Hasharon. Orientation Day also included a dorm meeting. An important element of the orientation sessions was a review of our security regulations and procedures to ensure the students’ safety throughout the session.
Tomorrow will be the students’ first full day of the core history class. The Muss Israel program unfolds the living drama of the history of Israel 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 cultural roots. This study enables our students to confront the issues and role models that shaped history 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 history and culture.
Today, the students began studying the general geography and topography of the land, and delved into the ancient near eastern culture of the Fertile Crescent around the time of Abraham. In their homework today and class tomorrow students will explore Abraham’s revolutionary thought that would change the world. They will looked into the issue of the historicity of the Bible, and begin the process of the building of a nation, and surveying the history of the patriarchal period.
In the afternoon, they will have some free time in town and return to campus to prepare for Shabbat.
Shabbat Shalom,
David Mitchell
Dean of Education
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