After the attack on October 7, 2023 and the eruption of anti-Israel protests, it became more apparent than ever that we had a responsibility to ensure that our students understood, with clarity, that Israel has an absolute right to exist and a right to defend itself.  In addition, it is important that they gain a strong understanding of the origins of the conflict between Arabs and Jews, and more recently between Hamas, Hezbollah and Iran. Last year’s eighth grade had an abbreviated mini-course on Israel and the conflict, and this year our eighth grade will soon conclude an expanded mini course taught by Mr. Freedman and Dr. Mann.

We believe that it is important for our entire parent Kehillah to have an understanding of what we are teaching our eighth graders about the conflict. This course reflects our core values and equips our students with the knowledge and understanding that supports our vision of a Schechter graduate, particularly as it pertains to  their relationship with Israel.  Below is an extended summary of our course and its pedagogy. 

Over the past several weeks, we engaged the eighth graders by having them think about whether Jews are a religion, nation, or culture. Through their studies they came to see the origins of this blended identity begin in the Torah itself, dating back to the covenant with Abraham, and they came to appreciate the ancient and deep connection of the Jewish people to the Land of Israel. 

We wanted to make sure students understood that Jewish history in the land of Israel dates back thousands of years, long before the modern state of Israel was established in 1948. The ancient kingdom of Judea was the first and only independent nation to exist in that region, one with a rich history that includes the construction of the First and Second Temples in Jerusalem. We also discussed that even after Jews were expelled by the Romans, a remnant of Jews remained on the land and have had a continuous presence there, even while acknowledging the shift from Jews being the majority population to the minority population when the Muslim armies invaded in approximately 613 CE. From that time on, Muslims maintained the majority population in the region. Most Arabs migrated to the area from the Arabian Peninsula, and their arrival occurred long after Jews had already established their presence in the land. This historical fact underscores the complexity of demographic changes in the region over the centuries. 

Students then explored the origins of modern Zionism in its various forms - political, cultural, religious and diaspora, among others -  which enabled them to better understand the rise of Arab nationalism and the complexities of the Arab-Israeli conflict and modern Middle East today. Throughout the course, the emphasis has been on exploring primary sources and broadening our understanding through short videos, small group presentations, and class discussions. Primary sources are a powerful way to validate historical reality.

For instance, the students learned that the Arabs had a claim to the land as well, based on having lived on that land for centuries, creating a culture, and generational lines through the centuries, and that in 1915 the British and French promised Arabs an Independent Arab nation in Palestine (Hussein-McMahon Correspondence). They then learned about the Balfour Declaration of 1917, in which the British government expressed support for the establishment of a "national home for the Jewish people" in Palestine. This official document recognized the historical connection of Jews to the land and played a significant role in the eventual creation of Israel.

Using additional primary sources the students then prepared a mock UN summit and debate set in 1947 in which they were put into teams - one advocating for an Arab State and the other for a Jewish State. They used primary sources to defend their positions and they were open to requesting a one or two State solution.

After the debate was concluded, we introduced them to the actual U.N. Resolution 181 which proposed two states, one Jewish and one Arab. We then discussed the war against Israel in 1948, when Israel declared its Independence. We made clear that the Arab nations attacked Israel in the hopes of destroying it before it even had a chance to establish itself. We showed them the NY Times headline verifying Arab rejection of the Jewish State and their attack against it.

With our  remaining time the students will be learning about the various wars in which the Arab countries tried to destroy Israel as well as learning about the peace initiatives, the rise of the PLO, Hamas and Hezbollah, and the resulting terrorism that Israel has endured. They will also do a deeper dive into the events that led to October 7, helping them to understand the difference between legitimate concerns of Palestinians versus the radical Islamic ideology that has led to this war and the current inability to find a peaceful solution.

In summary, we want students to understand that Israel is not a colonial power, has not committed ethnic cleansing nor has it committed genocide. It is important that they understand the context behind all of the anti-Israel rhetoric and that anti-Zionism is, in fact anti-Semitism.

Understanding these historical facts helps shed light on why Israel often finds itself in a defensive position in the Israeli-Palestinian conflict. Israel's existence has been repeatedly challenged since its inception. 

Despite the abundance of historical evidence supporting these facts, misinformation and selective narratives continue to circulate, often driven by political agendas, and anti-Semitism. This distortion of facts can perpetuate a skewed understanding of the conflict, making it difficult for the truth to gain traction in the public discourse.

We must ensure that our students recognize and acknowledge the historical facts behind the Arab-Israeli conflict and what now is the underpinning of the Israeli-Palestinian conflict. Jews have a deep-rooted history in the region, and their connection to the land is a crucial aspect of the conflict's complexity. Where possible we need to both educate and promote a more balanced and informed perspective on the Israeli-Palestinian conflict, one that acknowledges the historical realities while fostering a dialogue aimed at achieving better understanding for all who are interested. This involves confronting biases, prejudices and anti-Semitism that interfere with communication of the truth.

At Schechter Bergen we live by the core value of Tzionut (Zionism) in which we “foster a love of the State of Israel, Zionism and the Hebrew language as an essential part of each student’s Jewish identity. Our Annual Eighth-Grade Israel Encounter solidifies our students’ connection to the land, culture and people of Israel.”

The outcome we are working towards is that our graduates will “love and support Israel, celebrate and advocate for the State of Israel as the home of the Jewish people and appreciate its full complexity. They will understand and promote Israel’s history, vibrant culture, and innovative spirit.”

If you have any questions, please feel free to reach out to us:

Sfreedman@ssdsbergen.org or zmann@ssdsbergen.org

Steve

Zach