PROGRAM OUTLINE
HISTORY OF ZIONISM AND ISRAEL 12B
2011-2012 ‫ב‬
Laura Shaw Frank
lfrank@btfiloh.org
Leslie Ginsparg Klein lklein@btfiloh.org
Ext. 419
Ext. 419
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Course Description ‫תוכן הקורס‬
Course Objective
The 12th Grade Jewish History curriculum covers the origins of the various types of Zionism and
their evolution from theory to practice. This honors level course traces the various waves of
immigration to Ottoman and British Palestine and their economic, religious, and political impact.
Students will then study the history of the State of Israel from its inception to the present day.
During the second trimester, we will engage in a topical study of current events and issues facing
Israel today. Issues discussed will include Israeli demography and the Palestinian refugee
problem, Israel’s relationship with the United Nations, the Security Fence, and other controversial
topics that are sometimes misrepresented in the mass media and on college campuses worldwide.
We will also study Israel’s cultural diversity, religious-secular divide and contributions to the world
in the areas of science, literature and art.
Skills Covered
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Reading academic history
Primary source analysis
Critical thinking and problem solving
Cohesive and clear argumentative writing
Oral presentation
Researching and writing history
Course Texts
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Readings will be distributed in class as photocopies or accessed via the internet. Selected
readings will be taken from the following sources:
 Myths and Facts by Mitchell Bard
 The Zionist Idea by Arthur Hertzberg
 The Hope Fulfilled by Leslie Stein
EXPECTATIONS AND REQUIREMENTS ‫ציפיות ודרישות‬
Grading Policy
Grades will be calculated roughly as follows.
Class Performance:
Homework/In-class assignments:
Tests & Projects:
20% of grade
30% of grade
50% of grade
Supplies Students need a three-ring binder, looseleaf paper and a writing implement of their
choice.
Academic Integrity In keeping with the goals set out in our mission statement, to promote the
moral and ethical development of our students, we seek to create an ethical environment in which
students demonstrate integrity in all areas of their lives. We also recognize that it is our
responsibility to prepare students for the practical challenges of contemporary society, which
include consequences for dishonest or unethical behavior on college campuses and in the work
world. For our entire Academic Integrity Policy, see our Parent Handbook. All written work must be
submitted to www.turnitin.com. Students will receive specific instructions on this procedure.
Homework Students must complete all homework independently unless otherwise indicated. I will
be posting all homework assignments to the class website.
Course Outline
I.
Introduction: The challenges and politics of studying Zionist and Israeli history.
HW: Write your definition of Zionism. Compare/contrast your definition of Zionism with
a definition you find on the web. Do you consider yourself a Zionist? (Skills: Critical
thinking and critical writing)
II. Proto-Zionism
Readings: “Alkalai and Kalisher: Between Tradition and Modernity,” in Shlomo
Avineri’s The Making of Modern Zionism: The Intellectual Origins of the Jewish State;
and “Moses Hess,” from Arthur Hertzberg’s The Zionist Idea; and “Three Strong
Oaths” source packet. (Skills: College reading)
III. The Old Yishuv
Readings: Ch. 1, The Hope Fulfilled by Leslie Stein.
Quiz on reading: Closed book, open notes quiz on reading. (Skills: College reading
[being able to comprehend a college-level text and discriminate between what’s most
important and what’s less important] note-taking).
IV. The First Aliyah
Readings: Stein, Ch. 2; Bilu Manifesto
Quiz on reading: open book—underlining and notes in margins ok. (Sk: College
reading)
V. The Rise of Political Zionism
Readings: Writings of Zionist thinkers who participated in Zionist Congresses from
Hertzberg; “The Basle Program”
CA/HW: Mock Zionist Congress
Each student is assigned a Zionist thinker and is given a corresponding section from
Hertzberg to read. Each writes a one-page speech detailing his philosophy and
suggesting a few (1-3) proposals. Each student writes a yearbook-esque bio of his/her
thinker and submits a picture. (Speech and bio must be annotated) Extra credit:
volunteer to be the yearbook editor, master of ceremonies or secretary. Each student
will give his or her speech at the Mock Zionist Congress. At the end of the Congress,
the delegates will votes on proposals.
(Sk: Critical reading, writing, thinking, primary source analysis, public speaking)
***After this unit, test on everything until this point***
VI. First Trimester Project: Second Aliyah through founding of State of Israel
The class is divided into five groups: Second Aliyah; WWI & Balfour Dec; Interwar I;
Interwar II; Interwar III; WWII.
Each group is giving a section from Stein corresponding to their time period. Students
much create a curriculum to teach their topic to the class. This project challenges
students to think critically about history and how one determines what is most
important to include or emphasize. Each group is responsible to create/compile:
A. A two page narrative summarizing their reading (max 2+. Can’t be 3 pages.
Challenge is to boil down 30 pages to two)
B. A timeline listing the important events of their time period
C. A list of key terms/name and their definitions/identifications
D. 3-5 primary sources
E. A primary source analysis activity based on one of the above sources
F. A PowerPoint or video presentation to help teach topic to class
G. A list of 5-7 assessment questions (covering the most important information) &
answer key
(Sk: college reading, critical reading, thinking, writing, public speaking)
Each group will creatively teach their topic using their PowerPoint/video (and NOT by
reading the slides); they will lead the class in completing the primary source activity. At
the end of the presentation, the class will take the assessment created by the group.
At the end of the project, there will be a test on all the units based on the assessments
created by the groups (and supplemented by teacher questions if something
egregiously left off).
Students will be allowed three classes to work on project in class.
***End of Trimester 1***
VII. Founding of State of Israel and Culture Wars in the Teaching of Israeli History (The
“Textbook Wars”):
This unit looks at the founding of the state of Israel as an example of the conflicting
narratives in Israeli/Palestinian history. Continues with a discussion on contemporary
issues of the teaching of history in Israeli and Palestinian schools, and question of can
one be a Zionist and oppose the Israeli government?
Readings: “1948 War of Independence” and
“Nakba” from Nutshell
“Nakba removal from classrooms spurs threats,” JTA, Sept. 1, 2009;
“Israel’s History Textbooks Replace Myths With Facts,” New York Times, August 14th,
1999; 2010 Danny Gordis Commentary article and Hebrew College President rebuttal.
Quiz: on Nutshell readings (CT, CR)
VIII. Israeli Political History and the Arab-Israeli Conflict
Readings: Timeline of Arab-Israeli Crises from Mideast Web; packets of maps and
major event timelines from Camera.
This unit uses as its main text the documentary film, The 50 Year War. Topics include:
Der Yassin; post-1948 geography and how it got that way (did Arabs flee or were they
driven out?; the inception of what would come to be called the 1967 borders); state of
Palestinians pre and post 1967; the fundamental shift in Israel society post 1973;
how/why the Left constantly threatens to give back land, but it’s the Right that actually
does; road to Oslo and its implications.
IX. Second Trimester Project: Israeli Social and Cultural History
Students, working in pairs, will investigate a social history topic relating to Israeli
society. They will investigate varied sources, including secondary literature, films, and
music. Using some piece of multimedia as a springboard, they will teach their topics to
the class, explaining the issues they uncovered (20 minute presentation). Additionally,
they will prepare a 4-5 page essay and a timeline, and find at least two primary
sources relating to their topic in addition to the suggested sources. For their
presentation, they must prepare a handout or PowerPoint.
Preliminary Topic choices (subject to change and open to suggestion)
 Religious, Secular, Religious vs. Secular
 Left vs. Right: The Israeli Peace Movement and the Settles’ Movement
 Military, Politics, Society I, 1948-Yom Kippur War
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Military, Politics, Society II, Yom Kippur War-Present
Arab Identity, Israeli Arabs, Palestinian Nationalism
New Immigrants: Yemen, Ethiopia, Russia (Sephardi vs. Ashkenazi vs.
Mizrachi)
 The 7th Million and the Ongoing Influence of the Holocaust
Sk: CR, CT, CW, Public speaking
We look forward to a wonderful year of learning together!