November 1

We went over articles brought in by you to identify author bias, lack of context or lacking or mistakes. We then went through a recent text pulled from CNN that day about the tomb of Rachel being granted mosque status by the UN. Together we identified several instances of bias, incomplete ideas and lack of context.

We also revisited the Enlightenment and while it opened up areas for Jews more than ever before socially, educationally and politically it also helped create a fall of religion as well as a backlash against Jews w ho were the main beneficiaries of Enlightenment policies which, when mixed with the rising feelings of nationalism created the most potent and deadly form of antisemitism ever seen.

UN says West Bank site a mosque.

For the second hour Miss Braude, a visiting teacher of history, spoke to use about the start of Zionism and our longing for a state of our own that started much before the rise of the post Enlightenment Zionism

She spoke about:

What does Zionism mean?  What were the motivations of the early Zionists?

Biblical Zionism – Where does it begin? The promise to Abraham, After the Exodus – entering the land etc.

The beginning of Modern Zionism – Religious Jews living in Eretz Yisrael, Jews leaving Eastern Europe in small groups.

1897 – Herzl calls the First Zionist Congress in Basel, Switzerland – motivated by a fear of anti-Semitism and the rise of Nationalism.

Second Aliyah – Jews from Eastern Europe  – the chalutzin in the Yishuv – the beginning of the Kibbutz movement –  working the land, self defence – HaShomer – Eliezer Ben-Yehudah and modern Hebrew.

WW1 – The decline of the Ottoman Empire. British promise to the Jews – the Balfour Declaration

israel maps

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October 25

Rachel Segal and Moe Mernick giving class.  Please post your summary of the class below:

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October 18

Rachel Greenfeld, Conservative Candidate  for the Vancouver rider (district) spoke to the class about issues facing the nation.  She spoke about social justice and human rights in the context of programs like needle swap, woman’s rights, immigration policy, and international relations including Israel.  She just returned from a non-partisan mission to Israel and spoke about her experiences there.  She also spoke about herself candidly and her business background and told the class that the best social programs are run by entrepreneurs like herself.

She challenged each student through an exercise to find and recognize their island of strength and work on those and contribute those skills toward social change.  She also reiterated what we have heard from the start of this class that you always need to know the source and the bigger context of any issue and for that you need to be an avid reader of news and commentary.  We then added a HOMEWORK assignment to read a newspaper daily and pull one article out of it and ask questions on it that will help recognize bias and build more context on the issue.

The second hour we went over last week’s homework and dissected the TIME article that claimed that Israel was not interested in peace.  You gave several examples of one-sided, words that downplayed terrorist acts against innocents, pictures used to presented image that they wanted to portray, the story showing very little context and not even trying to see the other side — perhaps if Israelis are not pursuing peace as vehemently as before maybe it is due to their being burned time and time again and the fact they can still enjoy life after all this is not insensitive but a testament to the Israeli resilience.  That possibility was totally overlooked.

We watched a video of Iranian President Ahmadinejad speaking about how the Holocaust creating Israel and why are are the Palestinians, who were not directly part of Jewish murder in Eastern Europe, made to suffer and forced to give up their lands for a crime they did not commit.   To begin to understand and answer his claim we started learning about birth of zionism and European Jewish History during the end of the enlightenment (1700-1800) and how Jewish life changed then more radically then ever before.  There were two different areas of Ashkenaz Jewish life.  One in Western Europe.   The other in Russia.  Both ares, for their own political, social reasons started their own unique forms of Zionism.   I handed out a brief summary of the Siege covering this period which was to be read for HOMEWORK.

TIME article PPT

Siege history

 

 

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Oct 4

What we did

We heard from Mike Fegelman from Honestreporting.com in Canada.  A former Journalist, he taught us about media bias.  He taught us not to assume but rather investigate like a detective by asking critical questions about what you are reading and seeing because everyone has an agenda.

We tried our hand at writing unbiased captions for pictures and stories.  We also viewed a couple news reports from CNN and tried to identify the bias. At the end we realized that without a being told or having prior knowledge of contextual information it is almost impossible to contradict, or even just recognize a bias, fallacy or distortion of facts.

As homework Fegelman asked us to identify the bias in this recent photo:

for hints see http://www.honestreporting.com/articles/45884734/critiques/new/Why_Time_Doesnt_Care_About_Israel.asp

HOMEWORK: continued from last week and pick three articles and try and locate the media bias

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Sept 27 Class

What we did:
1) We went over Deshowitz’s comments to recall salient points that he raised dealing with Human rights and Israel’s actions
2) Mark Gurvis come into speak and participate in a discussion that dealt with the issue of censorship: do we need to hear all sides of the story or are some opinions better left unsaid if there is fear of their consequences. While most agreed with the principle that ideas should not be stopped there was also agreement that at some point (different for everyone) certain language should be stopped. The real question was balancing when and where.
3) We read O’Brien section on the 6-day war as well at excerpts from the TIME articles past and present. We showed how showing only part of the facts or presenting it from one side an lead to revisionism and a distortion of reality. One goal of this class was to show the whole picture or “the context” of the issue.

Homework: 1) read three articles on Israel and see what context they offer (if any).           2) Read the 20 facts on the middle East article and be prepared to discuss.

Attached articles: 20 facts on Israel and the Middle East, The Siege on the 6 day war, 6 day war revisited.

siege scan

Six Days To Remember – Accurately

20 Facts about Israel and the Middle East

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Course outline and expectations

Torah High Israel course 2011

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Welcome to Torah High!

Here I will post articles, assignments, video clips and more that relate to class.

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