Full Curriculum

Unit IV: Israel in Focus

Lesson 5: Culture and People


Time: 50 minutes
Materials: Classroom Board
4×6″ copies of photographs by Zion Ozeri related to Israeli culture:

Copies of Israel worksheets_5A“Culture: Photograph Worksheet” (one per pair or small group)
Glue or tape (for affixing photographs to worksheets)
Copies of  Israel Worksheet 5B “Culture: Jewish Texts Worksheet” (one per student)

Note to Teacher: In this lesson, students analyze photographs of different scenes in Israel and consider ways in which the people and events pictured convey various aspects of Israeli culture. 

The last three photographs suggested in the Materials section of this lesson show scenes tied to Christian, Muslim, and Jewish religious worship. If you choose to use these photographs, you should be prepared to have an open discussion about the roles of different religions in the cultural make-up of Israel and the ways in which they contribute to diversity in the country.

Steer the conversation in a positive direction by maintaining the focus on the concept that Israel is a “melting pot” for people from different lands, ethnic and religious backgrounds, and histories.

Preparation: Prior to class, tape or glue each photograph to the center of a copy of the “Culture: Photograph Worksheet,” and write the name of the photograph and its location beneath the photograph.
Big Idea: What does it mean when we identify something as “Israeli,” beyond its being from or taking place in Israel? What makes up “Israeli culture,” and how does the culture of Israel reflect the nation’s rich history, its diverse people, and the land itself? In this lesson, students examine photographs capturing different aspects of Israeli culture and explore how they blend together to create a uniquely Israeli experience.
Learning Objective: In this lesson, students will:
  • develop definitions for “a culture” and “culture,” and explore the role that various elements play in creating a unified culture;
  • connect the concepts explored in the previous lessons (Israel as a homeland, Israel as a refuge, connecting past and present, and the Land of Israel) to the idea of Israeli culture;
  • apply these concepts from previous lessons to photographs representing different facets of Israeli culture;
  • correlate Jewish texts to photographs and explain how they are interrelated.

 

Warm-Up/Introduction Activity (10 minutes):

  • Prior to class, write the following prompt on the board:
    “David Ben-Gurion, the first Prime Minister of Israel, once remarked, ‘This country made us a people; our people made this a country.’ What do you think this quotation means? How does it pertain to the State of Israel?”
  • When students enter class, give them a few minutes to respond to the prompt in writing; then encourage them to share their responses.
  • Next, write the words “a culture” on one side of the board and the word “culture” on the other, and brainstorm as a class a definition for both. (“A culture” might be defined as a specific group of people with shared beliefs, values, customs and practices, while “culture” refers to the arts, collectively – such as music, literature, visual art, language, and food.)
  • What is the difference between ”a culture” and “culture”?
  • What is the role of “culture” within “a culture”?
  • How does the Ben-Gurion quotation relate to Israeli culture?

 

Class Discussion (10 minutes):

  • Briefly discuss how each of the four topics already studied in the Jewish Lens Israel unit relate to culture – more specifically, their role in fostering a unified Israeli culture. Use the questions below as a guide:
  • Israel as a Homeland: How does the concept of “culture” emerge from the idea of Israel as a homeland for Jews worldwide? Why are a unified culture and shared cultural experiences important when we talk about Israel as our homeland?
  • Past and Present: How are elements of Israel’s history and past reflected in modern Israeli culture? Why do you think the link between past and present is important in understanding any culture?
  • The Land: What does it mean to have a contemporary culture in an ancient land? How does the Land of Israel itself play a role in Israeli culture?
  • In-gathering of Exiles: Because Israel is a Zionist melting pot, Israeli culture draws on experiences and influences of peoples from around the world. What connects all of these diverse peoples within Israel to become one culture?

 

Photo Activity (25 minutes):

  • Explain to students that they will be looking at photographs by Zion Ozeri and analyzing how the images connect Israeli culture with the other concepts explored in this unit.
  • Divide students into pairs or small groups, and give each a copy of the “Culture: Photograph Worksheet,” prepared with a photograph affixed in the center. (If there are more photograph worksheets than there are groups, you might allow students to choose their photographs.) Each group should look carefully at their photograph and discuss how the ideas of Homeland, Refuge, Past and Present, and The Land are present in the photograph. In the appropriate boxes on the worksheet, students should explain how they think these four ideas are connected to Israeli culture as captured in the picture.

For example, if the photograph shows a group of Israeli soldiers, students should ask themselves, “How are the ideas of ‘Israel as a homeland’ and ‘Israeli culture’ connected in this photograph?” “How are the ideas of ‘Israel as a refuge’ and ‘Israeli culture’ connected in this photograph?” and so on.Remind students that some of the four ideas explored in the pastlessons might not be explicitly seen in the photographs, so that they should think broadly about the images and creatively about possible connections.

  • After students have completed their analyses, each group should present its photograph and connections to the class.

 

Wrap Up/Review (5 minutes):

  • Ask students to discuss ways in which taking part in cultural experiences helps us to better understand and feel a part of that culture, even if it is not our own culture (e.g., the experiences of hearing Israeli music, viewing Israeli dance, and eating Israeli food). How did the photographs they analyzed in this lesson give them insight into those experiences?

 

Homework:

Give each student a copy of the “Culture: Jewish Texts” handout. At home, students should read the texts and choose one that they feel best relates to the photograph he or she analyzed in class. Then, students should write a brief reflection connecting the Jewish text to the photograph. Ideas can be shared in a subsequent class.

 

Extension Activities:

  • Each student can research an Israeli artist, cultural visionary, or cultural site, and write a page for a “Cultural Travel Guide” of Israel. The page should focus on how this person or place has influenced and/or contributed to greater Israeli culture, and should include photographs and a map (if appropriate).
  • Like Israel, the United States is a “melting pot” of people from many cultures. So what then is meant by “American culture”? Students can repeat the photograph activity completed in class with a photograph taken in the United States (either a famous photograph or one taken by the students). How and why are the concepts of homeland, refuge, connecting past to present, and the land itself central concepts in American culture as well?

If your students have not yet done the Introductory Lesson, we recommend beginning with that lesson before progressing through the lessons in this unit.

 

PHOTOS

 

 

 

Canopy, Jerusalem, Israel 2010

Drying laundry forms a canopy above this Orthodox Jewish neighborhood in Jerusalem. In the foreground, several pairs of tallit kattan or tzitzit hang from the clothesline. Orthodox men wear this fringed garment beneath their clothes as a constant reminder of God’s commandments.


 

 

Ben Yehuda Street, Jerusalem, Israel 2009

A pedestrian mall runs through the heart of the modern city of Jerusalem on Ben Yehudah Street. The “Midrehov”, as it is called, is a hub activity, as locals and tourists pack the area most days to shop, meet friends, and dine at outdoor cafes.

 


 

 

Schoolchildren, Jerusalem, Israel 2007

Named for the town of Belz in western Ukraine and founded by Rabbi Shalom Rokeach in the early 19th century, the Belzer have become one of the largest ultra-Orthodox communities in Israel.

 


 

Shuk Ha’Carmel, Tel-Aviv, Israel 2010

Shuk Ha’Carmel is one of Israel’s biggest open-air markets, located in Tel Aviv. The vendors at the market sell produce, dairy, meat, spices, clothing and other small objects.

 


 

 

Night Club, Tel-Aviv, Israel 2010

Tel-Aviv is Israel’s most cosmopolitan city and the center of the country’s secular culture. Tel-Aviv boasts a vibrant art and music scene and an active nightlife.

 


 

 

The Secret, Mevaseret Zion Absorption Center, Israel 1990

During the 1980s and 1990s, many Jews came to Israel from Ethiopia and the former Soviet Union for religious freedom and a better life. These immigrants often lived in special apartment buildings, called “absorption centers,” until they could find more permanent homes. Absorption centers provide temporary housing and an introduction to Israeli life for many new immigrants. The photographer, Zion Ozeri, explains how important these centers are: “The first few steps of any immigrant are very difficult not knowing the language, not knowing where to buy things, where to go. The Absorption Center helps the new immigrant. It’s something I don’t know if they have anywhere else in the world. It’s a place where you can ease yourself into it. For the first few months at least, they give them some money to buy food, and there is an ulpan (Hebrew class) for teaching the language. They kind of initiate them into new life in Israel, and how to deal with everyday things from the very, very simple things—like shopping in the supermarket—to finding a job.”

 

The two boys in this picture are in a kindergarten class at an absorption center near Jerusalem. One boy is from Ethiopia; the other is from the former Soviet Union.

 


 

 

Soldiers, Jerusalem, Israel 2010

Paratroopers stand together before the swearing in ceremony at the Kotel (Western Wall) in Jerusalem. Israel’s national security challenges necessitate compulsory military service for all citizens at the age of 18.


 

 

Football, Haifa, Israel

Soccer, known in Hebrew as cadur-regel  (literally, “football”) is Israel’s most popular sport, and fans (like sports fans everywhere) clearly take it seriously. Maccabi Haifa, shown here, is one of Israel’s 14 Premiere League football clubs.


 

 

“Tell Me, What’s Your Name?”, Rehovot, Israel 2008 

Tell Me, What’s Your Name? is the title of the book these girls are reading. It may also have been the first thing they said to each other when they met in their nursery school class in the Israeli city of Rehovot.

Rehovot, is one of the oldest and most diverse modern Israeli cities, was founded in 1890 by Polish Jews. The original inhabitants were joined 16 years later by immigrants from Yemen. Today, Rehovot is home to more than 100,000 people, representing religious, as well as secular communities, and hailing from Ethiopia, North Africa, Yemen, the former Soviet Union, and elsewhere. The young girls in this photograph reflect not only the diversity of the local community but the spirit of fellowship that typifies the residents of Rehovot.


 

 

City by the Sea, Tel-Aviv, Israel 2009

The city of Tel-Aviv offers a unique combination of cosmopolitan life, art, and culture alongside some of the area’s best beaches. High-rise hotels line the Mediterranean Coast along the west side of the city.


 

 

Moving Pictures, Tzfat, Israel 1997

Tzfat, an ancient Jewish town in northern Israel, is a center for Kabala and Jewish mysticism, as well as an artist colony today.


 

 

Moving Pictures, Tzfat, Israel 1997

Tzfat, an ancient Jewish town in northern Israel, is a center for Kabala and Jewish mysticism, as well as an artist colony today.


 

 

Bedouin Kindergarten, Negev, Israel 2001

The Bedouin are a traditionally nomadic population that lives throughout the Middle East. There are about 200,000 Bedouin in southern Israel. While most live in Israeli-built towns, many do not and still practice a semi-nomadic lifestyle.


 

 

Church Services, Mi’ilya North Galilee, Israel 2010

About 4% of Israel’s residents practice Christianity; most are Arab Christians and either Eastern Orthodox or Roman Catholic. Israeli law guarantees freedom of religion for all faiths and protects all holy sites.


 

 

Church Services, Mi’ilya North Galilee, Israel 2010

About 4% of Israel’s residents practice Christianity; most are Arab Christians and either Eastern Orthodox or Roman Catholic. Israeli law guarantees freedom of religion for all faiths and protects all holy sites.


 

 

Mincha Prayer, Flea Market, Jaffa, Israel 2009

A group of local shopkeepers in Jaffa (the historic seaport just south of Tel Aviv) meet daily to form a minyan (a quorum of 10 men) so they can recite afternoon prayers.

 

 

The Jewish Lens
 
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