ISBN 10: 1-891662-19-X ISBN 13: 978-1-891662-19-1 Copyright © 2008 Torah Aura P

ISBN 10: 1-891662-19-X ISBN 13: 978-1-891662-19-1 Copyright © 2008 Torah Aura Productions. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means graphic, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from the publisher. Torah Aura Productions • 4423 Fruitland Avenue, Los Angeles, CA 90058 (800) BE-Torah • (800) 238-6724 • (323) 585-7312 • fax (323) 585-0327 E-MAIL <misrad@torahaura.com> • Visit the Torah Aura website at www.torahaura.com Manufactured in United states  For additional information or to share your ideas, go to the Artzeinu Wiki at http://wiki. torahaura.com Table of Contents Artzeinu: An Israel Encounter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 A Textbook Is a Collection of Programs . . . . . . . . . . . . . . . . . . . 7 Chapter One: Artzeinu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Chapter Two: Tel Aviv. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Chapter Three: The Dead Sea. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Chapter Four: Haifa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Chapter Five: New Jerusalem. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Chapter Six: Old City of Jerusalem. . . . . . . . . . . . . . . . . . . . . . 69 Chapter Seven: Galilee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Chapter Eight: Negev. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Chapter Nine: Tzfat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Chapter Ten: Israel and You . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Appendix A: Eretz Yisrael Timeline . . . . . . . . . . . . . . . . . . . . . 134 Appendix B: Sorting Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . 135   For additional information or to share your ideas, go to the Artzeinu Wiki at http://wiki. torahaura.com Artzeinu: An Israel Encounter A Structual Analysis Welcome to Artzeinu. Artzeinu is a new kind of Israel resource that has emerged through research and reflection. As you flip through the chapters you will notice a number of common elements, and you will notice that each chapter is unique. In this brief introduction we want to clarify the thinking beneath the structure and unpack the resources in the book. Chapter Themes On the surface the book looks like a standard tour book. First we go to Tel Aviv, then to the Dead Sea, etc. But underneath this structure is some deeper thinking. Some twenty years ago I met Ofir Yordan, who was then working as a tour guide trainer for Melitz. I learned a lot about what has become the lastest thinking in structuring tours in Israel. Rather than seeing something just because it is there, every day has a theme. If a group is doing the history of kibbutzim and passes a Crusader castle, they don’t stop. Each day is designed to teach a different lesson about Israel. We have done the same thing with Artzeinu’s organization. While we visit different areas of the country, each area reveals a different theme. This means that the Tel Aviv section focuses on the early history of Zionism, the Dead Sea section on archaeology, the Negev section on ecology and water conservation. In teaching a chapter, understanding the thematic focus is import. It is the “huge idea” around which the chapter is constructed. Israeli Kids In each chapter we meet one (and in one case two) Israeli kids. They come from diverse ethnic backgrounds and represent the blend of people who form the mixing pot of Israeli life. We have Jews, Muslims, and Christians. We have Ashkenazic and Sephardic backgrounds. We have a Druze boy. We balance religious and secular Jews. In meeting these kids we get a sense of the common elements and the diversity in Israeli life. Maps Knowing the geography of Israel helps to build connection. Getting a sense of the regions, climates, and conjunctions builds familiarity. We have had custom maps made for this book, and we recommend that you teach with a large classroom map. Historic Figures In each chapter we meet a Zionist hero, someone who was responsible for the creation of the development of the State of Israel. While fifth and sixth graders are not really developmentally ready to study history, they can understand a personality-based presentation. Working with these heroes (and with individual moments) is the first layer of teaching your students the history of the State of Israel.  Challenges for Israel One of the things that we have learned anecdotally is that students who have been taught about Israel in the past feel they have been lied to. When the Israel of idealism meets the daily news, they have a problem. We have included in the book a series of Challenges—looks at issues with which Israelis are struggling. They give our students a chance to honestly look at the strengths of the state of Israel and to know that there are places and issues that are still being worked on. These three- dimensional portraits build a much more honest relationship. Steven M. Cohen said to me in an interview, “Make sure that students know that they can love Israel and not agree with all of Israel’s actions.” These challenges do not attack Israel or create anti–Israeli sentiment, but they do show places where Israel’s position is not black-and-white. Other Places to Visit At the end of every chapter there is a short section of “other places to visit.” These are things that did not fit into our thematic introduction but help to “sell” Israel as a place to visit. They are not designed for a long teaching experience, but they are worth exploring because they are interesting. They help to build the vision of a trip to Israel. Texts and Primary Sources Because we want Israel to be a real place to students, we use as much primary source material as possible. You will find the text of the Declaration of Statehood, the speech of Elazar Ben Yair at Masada that Josephus records, an actual poem by Rachel, and more. As often as possible, we stop learning about Israel and study the actual Israel. These primary sources allow us to do that. Hands-on Activities Both the textbook and this teacher’s guide are filled with hands-on explorations of Israel. There are chances to cook Israel, hear Israel, dance Israel, see Israel, draw Israel, and more. As much as possible, the process of learning about Israel is multi-sensory, multi-modality, and designed to build memories and associations. All of it leads to “I want to go to Israel.”  For additional information or to share your ideas, go to the Artzeinu Wiki at http://wiki. torahaura.com A Textbook is a Collection of Programs Who wants to teach Israel from a textbook? Israel is an exciting, real place full of interesting people and cool things to do and see. If our goal is to get our students excited about Israel, then what teacher in his or her right mind would pull out a textbook to teach Israel? Textbooks sometimes get a bad rap. Some educators are afraid of them because they think that teachers will have their students read them out loud. Some teachers don’t like them because they are afraid they uploads/Industriel/ artzeinu-teacher-guide.pdf

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