Today’s class was about moral criticism: what is legitimate criticism and what is singling out.
Make a political comic strip:
http://www.pixton.com/ca/
And write both sides of a debate on an issue in Israel / Arab affairs. Be convincing for both sides and try and answer up the charges the other is making. You can do this on http://www.xtranormal.com/ then listen to your debate. Does it sound convincing? who wins. redo it until youa re satisfied with your answers.
We covered the six day war in depth and gained the knowledge to answer both sides of these questions.
1) Who started the six day war?
2) Is violence a result of the occupation?
3) Are settlements an inhibitor to peace?
4) Was the war a land grab? How did Israel end up with the territories?
5) After the war who negotiated for peace and respect of national sovereignty and who refused to negotiate?
Please see the following additional readings and see the text for resolution 242 that came after the war which is the basis for today’s continued discussion.
We covered the issue of refugees.
we started my looking at Canadian refugee policy from the start of the 20th century until present. Many were shocked to learn that in the 30′s and 40′s Canada took in the fewest number of refugees of any of the western countries. We looked at the Canadian Websites to see refugee requirements today.
http://www.cic.gc.ca/english/department/media/backgrounders/2007/2007-06-20.asp
http://www.amnesty.ca/Refugee/history.php
http://christianactionforisrael.org/antiholo/non2many.html
http://online.wsj.com/article/SB125693376195819343.html
We looked at various websites like amnesty international which described the history of Canadian immigration.
We also watched a movie who showed that refugee status and forced expulsions was not something unique to the Palestinians in that area. Since the creation of Israel several hundred thousand Jews from Arab areas moved from a tolerable status of being treated as second-class citizen to the intolerable status of being harassed and endangered and were pressured or forced to move from their countries like Yemen, Egypt, Libya Iran and Iraq where they had been at home for more than a thousand years.
Many resettled in Israel which was a land always available to them being jewish homeland while the Palestinians have not been absorbed due to their unique refugee status in the UN which supports them permanently instead of trying to resettle them in the surrounding Arab countries.
On the 6th night of Chanukah my teacher gave to me…. a test!
Attached you will find the test which is not only a good indicator if you know the material we covered but how you might answer and debate someone on human rights issues and issues pertaining to Israel and the Middle East.
We did it in class and then went over it to compare answers and the direction/methodology each took when dealing with the issues raised.
Torah High grade 12 ethics and Israel Exam
Speacial guest speaker, Israel campus educator Elysha Ames.
On Monday, November 29 I had the opportunity to teach the Grade 11 & 12 class how to defend the common anti-Israel claims that arise. The objective of the lecture was to equip the students with the information and debating tactics necessary to engage in a conversation with dissenters about Israel. Firstly, we dealt with the misconception that Israel is committing an illegal occupation. We reviewed ancient and modern Israeli history to understand the Jewish claim to the Land. Next, we discussed the accusation that Israel uses excessive force in the Arab-Israeli conflict. We talked about the complicated situation Israel is in in terms of dealing with terrorist organizations and Israel’s moral obligations and standards when it comes to the IDF. Finally, we dove into the issues of racism in Israel by understanding the difference between Arab-Israelis and Palestinians and discussing Israel’s obligations to the different groups.
After discussing the details of Israel’s current situation, we watched some clips of current affairs on college campuses. The students saw firsthand some of the anti-Israel claims that students on college campuses in North America are facing. With an opportunity to see how these students are dealing with anti-Israel activists, they had a better understanding of why it is vitally important to know how to talk about Israel and counter the claims.
Drawn from his experiences, our speaker Rabbi Hammer painted a vivid and meaningful picture of life in the Israeli Army and society that helped us get a glimpse into how the IDF tried to be the most moral Army in the world.
One story he told illustrated the point. During the operation into Gaza it was reported by BBC reporteers that Rabbis were accompanying each troop heading into Gaza. BBC reported that these Rabbis were there for moral and like their Iman counterparts were there to rally the troops and promote the destruction of the arab ememy. The reality was a little different he said. They are there anticipating the heavy casualties and life of Israeli soldiers to make sure that no body was left in enemy territory and ensure a proper Jewih burial. So much for a moral booster.
The second part of class examined the way maps are used in the conflict. A close up map of Israel can make Israel look like the aggressor and the only struggle between Israel and the Palestinians. A map zoomed out helps you see the true size of Israel versus its hostile Arab neighbors, most who have been attacking it consistently. We saw studies on the power of visuals and how the map you use can influence public opinion and perception.
We identifies and learned about all the Israel’s neighboring countries and looked briefly into their history and governments and their relationship with their neighbors including Israel.
Shira Druker should be posting her article here and then make your comments afterward.
