AMHSI Headmaster’s Weekly Updates
Weekly updates by AMHSI Headmaster Chaim Fischgrund

UPDATE, CESJDS – WEBER – MUSS ISRAEL PROGRAM

MARCH 5 - 12, 2010

The group had a wonderful first Shabbat in Jerusalem.  They walked together to the Kotel Friday evening after having sung a number of songs together in anticipation of Shabbat. Dinner at the hostel was wonderful, followed by lots of singing and dancing, followed by an oneg and an option for the boys to attend a Hasidic tisch with the Rebbe in  Mea Shearim (about 10 students attended). Another 10-20 students went on a night walk of the Yemin Moshe  (windmill) neighborhood.  On Shabbat morning students chose from a number of different synagogue experiences (Reform, Conservative, Carlebach/Chabad, and Ashkenaz with a choir/cantor). They shared their assessments with one another over lunch before then heading to their naps or to Gan Ha’Pa’amon, a local park nearby where they relaxed, played Israeli pick-up basketball, and enjoyed one another’s company. After more singing and stories over Seudah Shlishit, the group had Havdalah and free time on the streets of Jerusalem.

Sunday’s activities were devoted to learning about and participating in important community service projects.  Due to the large size of the group, we split the students into several projects.  One of the groups (bus 2) went to Jerusalem.  They started the day at 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 in Jerusalem.  Many of the students purchased items that are produced in the workshops. 

Next, the students went to Hazon Yeshaya.  Founded in 1997, Hazon Yeshaya Soup Kitchens has been providing life-saving meals to thousands of Israel’s neediest adults and children, 365 days a year. Hazon Yeshaya was founded by Abraham Israel, a successful businessman from New York.   Initially, he set up a small kitchen to serve 17 starving Jerusalem residents. Today, Hazon Yeshaya provides more than 200,000 hot meals each month at 38 distribution points across Israel.  In Hazon Yeshaya the students helped prepare food for the soup kitchen 

After lunch the group met with Natan Segal, a Sopher, a scribe.  He showed them how he repairs Torah Scrolls.  He rolled out the Torah and showed them special features relating to the letters and crowns on the letters.  He also spoke about some of the mystical secretes behind the words. Historically, the scribe was not just a person who wrote the Torah.  He performed an important Mitzvah and had an important educational role in the community. 

Buses 1 and 3 stayed in the coastal region.  Both groups (at different times in the day) participated in the Table to Table project.  Table to Table was founded in January 2003 to ensure that excess food ends up at its proper destination - people in need. Serving as Israel’s umbrella organization for “food-rescue”, Table to Table collects excess, unsold food from catered events, corporate cafeterias, army bases, food manufacturers, grocers, farms, and packing houses and delivers the food to non-profit agencies throughout Israel that serve those in need.  In recent years some farmers in Israel have donated sections of their fields or orchards.  Volunteers for Table to Table pick the fruit and vegetables that are donated to people in need.  We are happy to cooperate with this most worthy project.  (You can read more about Table to Table—now called Leket Yisrael– in its web site www.tabletotable.org.il).  The group went to Kvutzat Shiller  where they picked vegetables which are then donated to various soup kitchens around the country. 

In the morning Bus 1 drove to the area in Tel Aviv where the Yarkon River flows into the Mediterranean to participate in the “Clean up Israel” project.  The name of the project pretty much sums up what the students did.  In the afternoon, Bus 3 went to pack food that was sent out to families in need.

The tiyul on Monday March 8 was devoted to the period known in Jewish History as the Second Temple or Second Commonwealth period.  The teachers reviewed some of the highlights of this period focusing on the challenges to Judaism by the Hellenist culture brought to the Middle East by Alexander the Great.  This challenge brought about open conflict that led to the Hasmonean (Maccabbee) Revolt.  The revolt resulted in an independent Hasmonean Kingdom.  The Kingdom was short-lived, lasting only 80 years (142-63 B.C.E.) and was conquered by the Roman Empire.  Roman rule also led to conflict and revolt. 

The tiyul 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.

They then went to the Davidson Center near the Kotel at the southern wall of the Temple Mount.  Visiting these excavations 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 the Great Revolt, which ended in failure.  The remains of the destruction are still clearly visible both in the excavations near the western and southern walls as well as elsewhere in the Jewish Quarter.

After lunch in the Jewish quarter, the groups drove down to the Dead Sea area.  There they went to a beautiful spot to enjoy the nature and sunset, having a spiritual moment in meditative silence.

On Wednesday, the students arose very early and drove to the foothill of Massada.  The climb up the mountain fortress of Massada began in the dark to enable the students to see the sunrise from the top of the mountain, which they managed to do.  When they reached the top of the mountain they went directly to the Synagogue of Massada, one of the oldest Synagogues discovered in Israel, for Shacharit service.  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 who inhabited Massada during the revolt.  Many of these values are the everlasting values of the Jewish People and culture while others are more controversial.  All this was examined and discussed.  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 opportunity to “swim” in the lake located in the lowest point on earth.  Swim is a bit of a stretch – float is more accurate.  Some of the students partook in the traditional ceremony of covering their bodies with Dead Sea mud.  After lunch some students (a bus load) opted to hike in the Ein Gedi reserve while the rest returned early to the campus

On Wednesday, the students learned about the Bar Kochba Revolt and its results.  The day began with a brief review of the relationship between Jews and Romans after the Great Revolt.  It was a period of great achievements yet much tension.  All this led up to another revolt against the Romans, the Bar Kochba Revolt.  The day began in 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 addition, they visited 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 with the captured Jewish fighters.  It is also believed that the Romans executed some of the leaders of the revolt in this theater.  In the afternoon they went to another cave at Tel Goded “just for fun.” 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.

During the day the students also participated in an active archaeological dig in Park Adulam near Bet Shemesh.  The JNF/KKL sponsored a dig in the remains of the Byzantine village of Burgin. The village apparently received its name from the ancient Jewish village of Kfar Bish, which means “a place for guests” or a hostel. In ancient dictionaries, the concept “Burginate” referred to a hotel owner.  The Tel is surrounded by a breathtaking view and fruit tree plantations.

On Thursday the tiyul was devoted to the development of Torah Shebe’al Peh (oral tradition), and continued Jewish presence in Eretz Yisrael. 

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, a complete antique city was 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

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.  They spoke about Jewish identity and what it means to be Jewish in a non Jewish

After touring the site, the students conducted a “mock Sanhedrin” session.  They discussed the very important and relevant topic of “Pidyon Shevuyim” – redeeming captives.  In Jewish Law and practice, Pidyon Shevuyim exemplifies the high value that Judaism places on the preservation of human life, provided that it does not lead to extortion.  The tradition of redeeming captives is an honored one.  This relates to another important value - Kol Yisrael Areivim Zeh Lazeh; the concept that all Israel is responsible for one another leads to mutual support and friendship.   The students studied relevant texts from the Tanach, Talmud and later rabbinic sources and applied them to the continuing sad story of our captive soldier Gilad Shalit.

At the end of the day the Weber students went on a beautiful nature walk in Nahal Tzipori to a spring.  Many took advantage of the cool water on the hot day and enjoyed wading in the spring.  Then they drove to Yokneam, where they are spending an extended weekend with their Israeli peers.

It is getting very close to Pesah.  It is important that all the Pesah plans are sent in to us ASAP, informing us not where the students will be going, but also when they will be picked up or taking arranged transportation to the homes or family coming from the States, but also when they will be returning to campus.

Shabbat Shalom

David

UPDATE MUSS – MILKEN TIFERET YISRAEL PROGRAM

March 7 – 12, 2010

On Sunday, the students learned about Polish Jewry; its lifestyle and its unique and important community institutions.  They also learned about the tragic period in the 17th century that resulted from the  Chmelnitsky pogroms (some historians estimate that as many as  300,000 Jews were murdered during 1648 – 1650).  In addition, many Jews fell victim to the false hope that a Messiah, Shabtai Tzvi, appeared  in Turkey and Israel.  The physical tragedy of the Chmelnitsky riots and  the spiritual tragedy of following a false Messiah created a deep crisis in  Polish Jewry.  

The Hassidic Movement was the solution and comfort that many Jews found to this crisis.  The students learned about the rise of the Hassidism and its contribution.  They did this with lively songs and dancing, which are among the contributions of Hassidism to Jewish life.

On Monday and Tuesday, the students learned about 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 that was the theme of this week’s lessons and tiyul as well.   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.   They then studied the history of Russian Jewry in the Pale of Settlement during the Czarist period.   One of the themes they discussed was the development of modern Anti-Semitism and reaction to it.  This information was the background to the rise of Zionism. 

On Wenesday, the groups conducted a creative seminar in which the students both learned and taught each other the various Zionist ideologies.  This was done with posters, power point presentations and skits.  The students invested a lot of energy and creativity and their presentations were wonderful.  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 the students learned will also serve them well in understanding the development of modern Israel.

The theme for Thursday’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.  The students read a selection of Mark Twain’s ­ The Innocents Abroad in which he describes Israel as desolate and unlovely because the “Deity cursed it”.  Seeing how beautiful the region is today gave the students appreciation for the accomplishments of the chalutzim, the pioneers.

related to building a community of the New Jew in Israel

On Kibbutz Kfar Giladi 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 students walked to the famous roaring lion monument dedicated to the members of the eight Hashomer members who were killed in 1920.   The town of Kiryat Shemona (City of Eight), which borders Tel Hai, memorializes them in its name. 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 chose to take one of two hikes.  One was to walk in the Dan Nature Reserve.  The Dan River flows in the reserve.  The river originates in a spring in the reserve, one of the largest in the Middle East.  The river is one of the tributaries leading to the Jordan River and eventually to the Kineret.  The heavy rains that we experienced in recent weeks added much water to the river.  The other hike was to the Ayun River Nature Reserve (known also as the Tanur nature reserve) in the Hula Valley.  The Ayun River flows in the reserve.  The river originates in Lebanon and is one of the tributaries leading to the Jordan River and eventually to the Kineret.  The heavy rains that we experienced in recent weeks created dramatic waterfalls and added much water to the river.  In addition, the students enjoyed the beautiful spring flowers. 

The students went to these rivers first to enjoy the beauty of the places.   Secondly, the students were able to understand the importance of water to this country which is dry for much of the year.

The tiyul ended at 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, before returning to the campus.

Today, after general studies classes the group left to spend Shabbat together in Arad.

It is getting very close to Pesah.  It is very important that all the Pesah plans are sent in to us ASAP, informing us not where the students will be going, but also when they will be picked up or taking arranged transportation to the homes or family coming from the States, but also when they will be returning to campus.

Shabbat Shalom

David

Update March 7 - 12, 2010

After studying about the bleakest and darkest period in Jewish history, indeed in world history, last week, the tiyul on Sunday 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.  They thus completed a very dramatic chapter in our history Mesho’a letkuma – 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 the beach at Atlit.  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 students also discussed the ideology and activities of the Jewish underground movements in fighting for independence and protecting the country

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.  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.

The day ended with a visit to Rosh Hanikra on the border with Lebanon.  Unfortunately, due to the strong winds the students were not able to go into the beautiful grottos in the Mediterranean Sea.  Instead, they walked along the beach

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.

 This was also the theme of the studies in class on Thursday this week

Tuesdasy’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 them.  The day began at the Shafdan Sewage Purification Plant

near Rishon LeZion.  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 plantsBy 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 Sfadsan 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.

The next stop was the Alexander River.  This river starts in the Samarian Mountains northeast of Netanya (using a city you can easily find on the map).  It meanders around the region until it spills into the Mediterranean Sea between Netanya and Hadera.  The river was polluted by human and industrial waste water.  Israel has slowly been recognizing “the right of nature to its water.”  For Nahal Alexander (and other rivers) it has meant not pumping as much water from the rivers, treating waste water better so it will not pollute the rivers, as well as enforcing restrictions on industry.  Nahal Alexander was among the first projects for restoring the rivers, and was cleaned up in the 1980’s and 1990’s.  Over the years water treatment plants have been developed to collect and treat all the waste waters of the settlements in the region and the city of Netanya. The students took a stroll along the banks of a portion of the river. 

The next stop was a bridge over the Alexander River to see African soft shelled turtles.  This is a rather large, fresh water turtle that is an endangered species.  The stream had a sizeable population until a number of circumstances, including pollution, rains that swept many to see and then an intrusion of salt water into the river, etc. brought the population dangerously low in the 1990’s.  It is replenishing itself.  You can see in some of the pictures that the students saw catfish, Nutria, and some of the soft shell turtles at the bridge.

The students then went to the Sea Turtle Rescue Center.  It functions under the auspices of the Israeli Nature and Parks Authority. There they help the endangered turtles to maximize reproduction and heal their various ailments. Nearly 70% of the sanctuary’s charges eventually return to the wild, and the center serves as a hub for environmental public relations.  While there, the students saw how injured and sick turtles are treated. 

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 10^th 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.  

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. 

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 at Ein Avdat.

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. The students ended the day at Ben Gurion’s grave overlooking the beautiful Zin River.

Thursday the students had a full day of classes on campus, and today the students had their sequential classes after which most left  for the last “open Shabbat” of the session.

Shabbat Shalom

David

Headmaster’s Update February 27 – March 5, 2010

The studies and activities this week were very intense as the students learned about the Holocaust.  The week, however, began quite joyously as we celebrated the Purim festival

On Saturday night the students returned from their “open Shabbat” and met in our Bet Knesset.  Students dressed up in Purim costumes and listened to the reading of the Megillah.  This was followed by a disco dance which was thoroughly enjoyed by everyone

On Sunday it rained very hard. The country experienced the most rainfall in a single day for many years.  While this is a blessing to the water needs of the country, many people around the country were disappointed as the rain prevented the planned outdoor Purim activities.  There are always parades and festivals in the major cities.  In addition to joining these celebrations, we had planned our own program in the old Tel Aviv port area. Despite this, the students had a great time in Tel Aviv going to the Dizengoff St area and the surrounding streets.  Despite playing hide and seek with the rain, the students really enjoyed the Purim holiday.

On Monday, 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.

In preparation for studying about the Holocaust, the students met Noah Klieger, a Holocaust survivor.  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 29^th, 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 story of the boxing in Auschwitz was made known in the feature film Triumph of the Spirits about the life of Salamo 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 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 also 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 students were very much engaged in listening to Noah.  They asked many questions which he patiently answered.  He al;so shared his views on some contemporary issues

On Tuesday, 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. 

The theme of the tiyul on Wednesday was resistance during the Holocaust.  The day began at the Carmel Mountain range.  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 in Israel and the leadership of the community were preparing for a possible German invasion.  They planned a “last stance” resistance if necessary in this 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, (the most famous perhaps is “Eli Eli”) have been inspirational to generations in Israel and throughout the Jewish world

In the afternoon the group 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, 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.

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 Thgursday.  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

Today was a “sequential” day.  In the afternoon, the students will depart for home hospitality.

Shabbat Shalom

HEADMASTER’S UPDATE MUSS – MILKEN TIFERET YISRAEL  PROGRAM

February 27- March 5, 2010

On Saturday night the students returned from their “open Shabbat” and met in our Bet Knesset.  Students dressed up in Purim costumes and listened to the reading of the Megillah.  This was followed by a disco dance, which was thoroughly enjoyed by everyone

On Sunday it rained very hard. The country experienced the most rainfall in a single day for many years.  While this is a blessing to the water needs of the country, many people around the country were disappointed as the rain prevented the planned outdoor Purim activities.  There are always parades and festivals in the major cities.  In addition to joining these celebrations, we had planned our own program in the old Tel Aviv port area. Despite this, the students had a great time in Tel Aviv going to the Dizengoff St area and the surrounding streets.  Despite playing hide and seek with the rain, the students really enjoyed the Purim holiday.

On Monday, the students continued to study the period loosely  referred to as the Middle Ages. The focus was to learn about the Jewish communities that emerged in the Diaspora.  In particular, they focused  on the Franco-German community (Ashkenaz) and the Golden Age of  the Spanish Jewry.

On Tuesday the students took their second unit test in the core class

The tiyul on Wednesday 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 why their kingdom collapsed so quickly. Much of the time was spent re-enacting how the fortress was attacked.  While walking to and touring the fortress, they were able to see the beautiful view of the Jordan Valley below (the Crusaders aptly named the place Belvoir – beautiful view.

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 this morning, the group had free time to walk through the artist quarter and shop.  More importantly, they 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 met with Avraham Loewenthal in his Gallery of Mystical Art, which contains an exhibition of his works.  These contemporary paintings are inspired by concepts from the Kabbalah.  The visit were in smaller groups sothat they could appreciate the meeting in a more intimate way

After stopping for dinner on the street, the group returned to campus.

 The tiyul on Wednesday focused on an important aspect of Jewish - the Kehilla, the Community and Tzedakah.  Our purpose was to teach the students that what sustained Jewish life in the past were the institutions that the community developed.  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.  

After the visit to Yad LeKashish, the students had an opportunity to participate actively in a community Hesed project.  As the group is large they were split in two.  One half went to volunteer at the Hazon Yeshaya Soup Kitchens.   Founded in 1997, this institution has been providing life-saving meals to thousands of Israel’s neediest adults and children, 365 days a year. Hazon Yeshaya was founded by Abraham Israel, a successful businessman from New York.   Initially, he set up a small kitchen to serve 17 starving Jerusalem residents. Today, Hazon Yeshaya provides more than 200,000 hot meals each month at 38 distribution points across Israel.  In Hazon Yeshaya, the students helped prepare food for the soup kitchen.  

The rest of the group went to Yad Eliezer . Since the Weisel family began distributing weekly food boxes out of their home in 1980, Yad Eliezer’s charity initiatives have grown to combat many symptoms of poverty in Israel. Israel’s largest hunger-relief agency is also the most comprehensive anti-poverty network serving the nation today.  Yad Eliezer’s activities are more than the thousands of food boxes it prepares.  The organization has developed nineteen economic and social welfare programs.  These activities lead to hunger relief and poverty rehabilitation with lasting effects.

In both places helped prepare meals and or pack food packages.  Coming during the week of Purim they certainly learned the concept of “matanot la’evyonim” (gifts to the poor) as well as Hesed, which is appropriate all year round

Today, the students have their general studies classes after whichthey will depart for home hospitality

Shabbat Shalom

HEADMASTER’S UPDATE

MUSS – CESJDS - Weber Israel program

March – 5, 2010

This is the first update that we will send to you on a weekly basis.  We hope these updates will assist you to follow the activities of your sons and daughters throughout the session.

As I wrote previously, the Weber students arrived on Monday evening from Atlanta and the CESJDS arrived early in the morning on Tuesday flying in from Prague. 

After breakfast the students, went to their dormitories.  The CESJDS students unpacked and rest from their night journey to Israel.  The rest of the day was spent in some orientation sessions and time to get to know the campus and Hod Hasharon.

During the orientation session, the students heard explanations about the school and met Yardena Nizri-Spector the Dean of Students and Sandy Hason the school nurse and David Mitchell our Dean of Education.  The staff spoke in general about life on and around campus, as well as about the rules and regulations.  Time was devoted to describing the various “Tefillah” options that will beb available.  There will be two daily minyanim, one with Mechitzah and one egalitarian.  In addition, there will be a variety of cultural, discussion groups, meditation groups.  These options may change from week to week.   An important element of the orientation sessions was a review of our security regulations and procedures to ensure the students’ safety throughout the session. 

In the evening, the group drove to a restaurant in Ra’anana for dinner.  This was a great way to “kick off” the program.   During dinner, the restaurant owner gave the students a special treat by turning on the karaoke machine

On Wednesday, the students met with their teachers for an introduction session on campus.  After lunch they began their touring and they are now fully immersed in the program.  The AMIIE 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 may teach 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 first 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 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 group returned to campus for dinner.

The tiyul on Thursday related to the Judges period.  Before leaving campus, the students davened Shacharit, or attended one of the alternative programs.  The first stop was on Mt. Gilboa.  From this mountaintop, the students had a view of the Yizra’el (Jezreel) Valley, Mt. Tabor and many other locations that are connected to important chapters in the Tanach, specifically in the Book of Judges.  It was a good opportunity for the students to recall and discuss what they learned about Gideon, Debra and other important chapters in Biblical history.  The students were able to appreciate the geography and its impact on history.  Here they could have a greater appreciation and understanding of the activities of the Judges period.  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.   It was a beautiful spring like day which enabled the students to enjoy their walk and see the beautiful flowers and scenery all around them.

The students stopped for lunch and a swim at the Sakhne springs and pools.  The pools are fed by water from the springs at the foot of Mt Gilboa.  After dinner on the streets in Ra’anana, the students returned to campus

This morning they drove to the City of David, the area conquered by David and from which the city developed in the past 3,000 years (give or take a year).  They saw the water system of the ancient city as well as remains of the Royal Palace of the first Temple period.  The exciting part of the visit was the walk through the Hezekiah Tunnel built to divert water into the city when it was besieged by Assyria 2,700 years ago. 

In addition, the students are scheduled to do a “welcome to Jerusalem” ceremony from the promenade overlooking Jerusalem from the south.

The students will have some free time in preparing for Shabbat.

They will spend their first Shabbat in Israel in Jerusalem

Shabbat Shalom

UPDATE MUSS – MILKEN TIFERET YISRAEL PROGRAM

February 21—26, 2010

On Sunday, in the core class the students continued studying the development of the Oral Law, which eventually became the Mishna and Talmud

On Monday, the students learned about the Bar Kochba Revolt and its results.  As the Tiferet group this year is large, we could not take both buses to the same place at the same time. One group began with a lesson during which the students discussed the relationship between Jews and Romans after the Great Revolt.  It was a period of great achievements yet much tension.  All this led up to another revolt against the Romans, the Bar Kochba Revolt.  The day began in the Hirbet Midras cave in the Bet Gubrin area.  There the students crawled through tunnels and underground mines built by the rebels, followers of Bar Kochba, as they prepared for guerrilla warfare. 

In addition, they visited one of the amphitheaters the Romans built during this period.  Some archaeologists believe that it was in this theater where the Romans conducted gladiator games with the captured Jewish fighters and executed some of the leaders of the revolt.  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.

In the afternoon, the students participated in an active archaeological dig in Park Adulam near Bet Shemesh.  The JNF/KKL sponsored a dig in the remains of the Byzantine village of Burgin. The village apparently received its name from the ancient Jewish village of Kfar Bish, which means “a place for guests” or a hostel. In ancient dictionaries, the concept “Burginate” referred to a hotel owner.  While digging, the students found many ceramic remains and potsherds.  Perhaps more significantly, the students were the first to begin digging in a section of the tel where a Columbarium cave was discovered.  The Tel is surrounded by a breathtaking view and fruit tree plantations.

The other group did the same things but in reverse.

The tiyul on Tuesday was devoted to the development of Torah Shebe’al Peh (oral tradition), and continued Jewish presence in Eretz Yisrael.  The first stop, 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.

At the excavated synagogue in Bet Shearim, which might very well have been the place where Yehuda Hanasi worshipped and studied, the students conducted a “mock Sanhedrin” session.  They discussed the very important and relevant topic of “Pidyon Shevuyim” – redeeming captives.  In Jewish Law and practice, Pidyon Shevuyim exemplifies the high value that Judaism places on the preservation of human life, provided that it does not lead to extortion.  The tradition of redeeming captives is an honored one.  This relates to another important value - Kol Yisrael Areivim Zeh Lazeh; the concept that all Israel is responsible for one another leads to mutual support and friendship.   The students studied relevant texts from the Tanach, Talmud and later rabbinic sources and applied them to the continuing sad story of our captive soldier Gilad Shalit.

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, a complete antique city was 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

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.  They spoke about Jewish identity and what it means to be Jewish in a non Jewish

On Wednesday the students continued learning about the development of the “oral Law” through the compilation of the Talmud.  They learned about  the Jewish community in Babylonia that had thrived there since the exile at the time of the destruction of the first Temple in 586 BCE. 

They also learned about the origins of Islam, a religion and culture that will have a great effect on the history of the Jewish people.

On Thursday, the students began to study the period loosely referred to as the Middle Ages. The focus was to learn about the Jewish communities that emerged in the Diaspora.  In particular, they focused on the Franco-German community (Ashkenaz) and the Golden Age of the Spanish Jewry. In this context, they also learned about the rise of Christianity and Islam and the impact these civilizations had on world history.

In the evening, there was an optional movie night – they saw Walking on Water.

Throughout the week, the madrichim arranged many activities to prepare the students for Purim.  Each day on campus, the students dressed up in different themes.  They baked Homentaschen.  Perhaps more importantly, they prepared Mishlo’ach Manot, literally “sending of portions” that some call a Purim basket.  The baskets are gifts of food or drink that are sent to friends, relatives, neighbors, and any other acquaintances on Purim day. The custom of giving Mishlo’ach Manot derives from the Book of Esther. It is meant to ensure that everyone has enough food for the Purim feast held later in the day, and to increase love and friendship among Jews.   Over time, the mitzvah of giving Mishlo’ach Manot has become one of the most prominent features of the celebration of Purim.  There is also the Mitzvah of Matanot La’evyonim, gifts to the poor. 

Today was a General Studies day. After lunch, they will depart for an Open Shabbat and return Saturday night to celebrate Purim together.

Purim Same’ach and Shabbat Shalom,

MUSS – MILKEN TIFERET YISRAEL PROGRAM

February 12 – 19, 2010  

The students were on campus on Shabbat Feb. 12 -13.  It was a very restful Shabbat as we purposely had “light programming” on Shabbat.  After some free time on Friday, the students were given two options of welcoming the Shabbat.  One group had a meditation session in one of the orchards in Hod Hasharon.  As the students will learn in a few weeks, the Kabbalists of Tzfat in the 16^th century did their Kabbalat Shabbat in orchards.   It was very moving.  The other students attended a more traditional Kabbalat service.  It was very spirited in the Carlebach style of Tefilah.  After a festive Shabbat meal, the madrichim arranged a short Oneg Shabbat program

The students had a chance to sleep late on Shabbat morning.  Just before lunch, they met for study sessions devoted to Parshat Hashavu’ah.  After some time to relax and rest in the afternoon, the group went to a nearby park for games and activities.

Shabbat ended, of course, with a Havdalah service.

On Sunday and Monday (Feb. 14 -15), the students studied about the Hellenist period.  The focus of their studies was on the open conflict between the Hellenist and Jewish cultures as well as the opposition to foreign rulers; a 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. 

Because 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 – 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.  It is a scale model showing Jerusalem as it was just before its destruction in the year 70 CE at the conclusion of the Great Revolt.  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 drove to the Old City and toured the excavations in the Jewish Quarter and at the Davidson Center near the Kotel. 

After the Six Days War in 1967, the Jewish Quarter was rebuilt.  The Excavations, part of clearing the rubble of the buildings that were systematically destroyed by the Jordanians during their occupation of the Old City in the 1970s exposed the Jewish Quarter’s most visually arresting site: the remains of sumptuous mansions from the aristocratic Upper City of the Second Temple period. Preserved in the basement of a Yeshiva, the geometrically patterned mosaic floors, faded frescoes, and costly glassware, stone objects, and ceramics provide a peek into domestic life of the richest families in the days of Herod and the first decades of the 1^st century CE. Several small stone cisterns have been identified as private mikva’ot, (Jewish ritual baths); holograms depict their use.

On the last of the site’s three distinct levels is a mansion with an estimated original floor area of some 6,000 square feet. None of the upper stories have survived, but the frescoes and the quality of the artifacts found here indicate an exceptional standard of living.  The charred ceiling beam and badly scorched mosaic floor and fresco at the southern end of the fine reception hall bear witness to the Roman torching of the neighborhood in the late summer of 70 CE, exactly one month after the Second Temple itself had been destroyed. Precisely 19 centuries later, Israeli archaeologists discovered vivid evidence of destruction. The chief archaeologist Nahman Avigad expressed his feelings best when he wrote, “we could almost smell the burning and feel the heat of the flames.”

The students also visited the Davidson Center at the Ophel Archaeological Park near the Temple Mount. Archeological digs have uncovered an astonishing wealth of artifacts related to the Temple Mount and dating back to the time of the Second Temple.  The result has been the construction of an archeological park (including the Davidson Center), one of Israel’s most impressive archeological sites and one of Israel’s most inspiring outdoor museum.   The park features remnants of residential areas displayed right along side vestiges of commercial high streets, all displaying the old glory of the Second Temple.

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.

After the students had “lunch on the street” and some free time to explore the plaza in the Jewish Quarter, the group continued driving towards the Dead Sea.    

At the end of the day the group settled into the Ein Gedi Field School near Massada

On Wednesday, the students arose very early and drove a short distance to Massada.  They climbed the historic snake path to the top of the mountain fortress.  The climb began at first light and the students still managed to see the beautiful sunrise from the top of the mountain.  When they reached the top of the mountain, the group had a Shacharit service in this historic mountain fortress.  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.

In the evening, the students joined the AMHSI staff and many visitors who came for a very exciting event.  We officially launched the book A Voice Called; Stories of Jewish Heroism, which was written by our teacher Yossi Katz.  It is a collection of articles about Jewish heroes.  These, some famous, some less so, have served as role models for Yossi and will no doubt be important role models for everyone who reads the book.

On Thursday, the core class was devoted to studying 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, as on most Fridays, is a “General Studies day”.  After lunch they will depart for the first  “open Shabbat” of the semester.

Shabbat Shalom,

HEADMASTER’S UPDATE MUSS – MILKEN TIFERET YISRAEL PROGRAM

February 5 – 12, 2010

On Friday February 5, the group left for Ein Gedi together with students from the Mosenson HS with whom they spent Shabbat.  They met up in school and drove down in mixed buses.  The activities were very successful as the students bonded well.  Upon arrival, the students of each group were divided into rooms.  The students had time to bond some more and prepare for Shabbat

It was unusually cold on Friday.  Nevertheless, the students enjoyed a very musical Kabbalat Shabbat program on the lawn near the youth hostel

This was followed by candle lighting and a program based on the traditional “Tfilah”.  After dinner, the madrichim organized an Oneg Shabbat program that was based on the students discussing what Shabbat means to them.    No less important was the time that all the students had to just “hang out” and get to know each other

On Shabbat morning the students went on a hike.  They had two options.  Many opted to get up earlier and go on the more challenging trail.  They hiked in the nature reserve and saw waterl fall and the remains of asn ancient synagogue.  The other students chose short nature walk in Nahal David to the waterfalls.  Both groups enjoyed the hike very much.    

In the afternoon, after some free time, the TIF and Mosenson students had a program that was based on group activities that helped in bonding the students 

The feedback we heard from the Shabbaton was very positive.  The students continue to see each other on and off campus

In their studies in the Core Class this week, 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.  While studying the Biblical historic nartrative, the students learned about the prophets and analyzed some of the famous prophetic writings.  The students also 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.

The tiyul on Monday Feb 8 was devoted to the theme of Monarchy and Prophecy.  It took place in the Carmel Mountain area.  Specifically, the studies focused on the period of Ahab, King of the Northern Kingdom of Israel and his contemporary the Prophet Elijah.  Both lived in the mid 9th century BCE. The day began at Megiddo, one of the most important archaeological sites and the inspiration for James Michener’s “The Source.”  The visit to the tel focused on the evidence that reveals the might of King Solomon and later King Ahab.  This was the background for discussing Ahab’s idolatrous practice and corrupt rule that brought about a confrontation with Elijah as related in Kings I, ch. 21 in the case of Navot’s vineyard.  Later, the students hiked up the Carmel Mountain’s western slope to the Muchraka, the traditional site where according to the Tanach Elijah slew the Ba’al Priests.  The hike was exhilarating.  It was a particularly cold day but the rains of the previous days created crystal clear visibility.  As the students walked up the mountain, more and more of the valley below became visible.  They were able to see for many miles.  The lesson after the hike focused on the role of the prophet in ancient Israel and served as a transition to text the students learned in the core class later in the week.

On Thursday, the students took their first unit test in the core class. 

Last night, the madrichim arranged a scavenger hunt on campus.

The group will remain on campus this Shabbat

Shabbat Shalom

HEADMASTER’S UPDATE MUSS – MILKEN TIFERET YISRAEL PROGRAM

January 29 - February 5, 2010

This was the students’ first full week at AMHSI.  They have now had the full range of experiences; core class, General Studies classes and tiyulim (field trips).  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 – truly a win-win situation.  You can see in the photo gallery how much the students enjoyed the tiyulim. 

We set up three albums in the photo gallery; one for the Rakefet group, one for Kalanit and the other for the entire TIF group.  Please look at all three

On Friday January 29, the students traveled to Jerusalem for Shabbat.  Even though most of the students have been in Israel before, this was the first time the students would experience being in Jerusalem as part of the TIF program. 

After settling in at the hotel, the group went to the Kotel for Kabbalat Shabbat.  Many of the students joined minyanim that formed near them for Tefilah.  The girls on the women’s side joined groups in singing and dancing.  After the service, each student had the opportunity to walk up to the Kotel for private moments of reflection.  Many students remarked on the spirituality of this moment

After the Tfilah, the group walked back to the youth hostel for Shabbat dinner and Oneg Shabbat.  Most of the students were still tired and battling jet lag and so the staff an early night

On Shabbat morning, the students attended services in synagogues of their choice.  The choices included Reform and Conservative services as well as a Carlebach style minyan in the Nahla’ot neighborhood and the Great Synagogue.   After lunch, they had a chance to rest. 

Later in the afternoon, the entire group walked to a lovely park in Mishkenot Sha’ananim overlooking the walls of the Old City.  In the park, the group had special activities dedicated to Tu Bishvat, (literally the 15^th day of the month Shvat - Tu” stands for the Hebrew numerals “tet vav” which is 15) marking the New Year for trees.    Technically, the 15th of Shevat became the date for calculating when the agricultural cycle began or ended for the purpose of biblical tithes involving trees and fruit.  However, we all know it as the New Year of the trees. 

Tu Bishvat has taken on new meaning in Israel and is integrally linked to the Zionist idea. Throughout the centuries, Kabbalists have used the tree as a metaphor to understand God’s relationship to the spiritual and physical worlds. Kabbalist philosophy teaches that the higher spiritual realms are roots that ultimately manifest their influence through branches and leaves in the lower realms.

In the 16th century, the Kabbalists of Tzfat compiled a Tu Bishvat “Seder,” somewhat similar to the Seder for Passover. It involves enjoying the fruits of the tree, particularly those native to the Land of Israel, and discusses philosophical and Kabalistic concepts associated with the day.  Haggadot have been written in recent years as part of the renewal of this custom.   Later in the session, the students will visit Tzfat and learn more about the Kabbalists and Kabbalah.

On Tu Bishvat in 1890, Rabbi Zeev Yavetz, one of the founders of the Mizrachi movement took his students to plant trees in the First Aliyah settlement of Zichron Yaakov. This custom was adopted in 1908 by the Jewish Teachers Union and later by the Jewish National Fund (Keren HaKayemet L’Israel),

The group had “dinner on the streets” and some free time on Ben Yehuda St in Jerusalem before returning to the campus.

In the beginning of the week, (Sunday through Tuesday) the students were on campus.  In their Core Curriculum class, they reviewed many aspects of the history of 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.  The students also analyzed appropriate Biblical texts while comparing them to ancient Babylonian and Egyptian texts. 

On Sunday afternoon, the students experienced their first tiyul (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 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.

On Wednesday, the students left for a two-day overnight tiyul.  During the two days the students really had to play hide and seek with the rain and occasionally needed to dodge hail.  The first stop was on Mt. Gilboa.   From there the students had a glimpse towards the Jezreel Valley, Mt. Tabor and some other locations that they had studied about earlier in the week.  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 semester the students will learn about the pioneers who beautified the land. Then they will appreciate the scenery even more.  

Due to the poor weather, the hike that we had planned was cancelled.  The ground was too slippery and hence not safe to hike.  Instead, the group drove to 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.  In addition to completing the studies that were “rained out” on the Gilbo’a, the students enjoyed the swim and lunch in this area.

From Hamat Gader the students drove to Mt Scopus in Jerusalem.   This is a special educational moment for the students as they walked to the beautiful overview.  The emotional ceremony welcomed the students to Jerusalem and put closure to the day’s activities.  As part of the ceremony, the students heard the story about the song Jerusalem of Gold – Yerushalayim shel Zahav and sang it overlooking the Golden City.  They got through two verses of the song before it began to hail. 

At the conclusion of the tiyul, the group drove to the Lev Yerushalayim tiyul in Jerusalem.

The tiyul on Thursday 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 farming methods enabled the students to understand the agricultural society that existed in ancient Israel as well as some of the social justice laws and values in the Tanach related to this society.  The students discussed the story and social values as they emerge from the Book of Ruth.

The lesson at Sataf was curtailed due to the rain and hail.  With cooperation from Young Judea, the group continued to study at the year course facility in the Bak’a neighborhood in Jerusalem.  There the students learned how and why King David made Jerusalem the eternal capital of the Jewish people. 

While the students were hiking with their teachers, the madrichim went to the market to buy lunch for the students.  They enjoyed this shuk meal very much.

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.  Most of the students chose 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 8^th century BCE in preparing Jerusalem for the Assyrian siege.   The other students opted to walk through the dry tunnel

The students stopped for “dinner on the streets” before returning to the campus

Today the students studied their general studies lessons.  Later today, the group will depart for the Ein Gedi nature reserve where they will spend Shabbat with special programming with students of the Mosenson High School.  Our staff prepared this Mifgash (encounter) nprogram with the Mosenson HS and we look forward to many successful programs throughout the semester. 

Shabbat Shalom.